The value of increasing student input to learning opportunity design issues was explored through an action research project. In response to student-identified learning needs, a learning session on a first-year undergraduate research methods module was re-designed. The learning outcomes of two parallel student groups (one experiencing the original session, the other receiving the re-designed session) were compared by quantitative analysis. A significant improvement in assessment grades was found for the group receiving the re-designed session. Brief qualitative analysis of student feedback revealed this group's increased positive course perceptions. The action research project outcomes are discussed within the context of student versus staff control over learning, highlighting the mutual benefits of reflective practice for newer learning facilitators. (Contains 1 table.)