Investigation into pupil voice in educational research has enjoyed a high profile over the last few years. In specific relation to foreign language (FL) research, pupils' views have been sought and studied in terms of, "inter alia," attitudes towards languages; community languages; diversification; A level choices and opting out of FL study. However, the study of "pupil voice" in specific relation to foreign language planning issues in England has been neglected. It is argued in this paper that pupils have a key role to play within essentially traditional "top-down" foreign language policy-making in secondary schools. Drawing on ESRC funded case study research the paper is supported by qualitative pupil data collected from upper secondary school pupils. Empirical evidence shows that pupils and the "pupil voice" can make a valuable contribution in the area of foreign language planning. Pupils act as a "conduit" to their respective linguistic communities and can provide a valuable insight in linguistic terms into the complex and nuanced issues inherent in such communities. (Contains 4 figures.)