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In this reflection, one current student (Holly Pelnar), two former students (Grace Reyes and Kiran Sehgal), and one faculty member (Leslie Cameron) from Carthage College, a small liberal arts college in the United States, reflect on their experiences in student-faculty partnerships in the scholarship of teaching and learning (SoTL). From the faculty perspective, one of the most compelling aspects of conducting research in SoTL with undergraduate students as partners (SaP) is that the focus of the research is the students and their learning. Crucially, students also offer a unique perspective as they have relevant lived experience. From the student perspective, working as a student partner is motivating because we are working on topics that are relevant to our own learning and we have an opportunity to work closely with faculty in a unique research environment. In this essay we have collaboratively reflected on our experiences working together and identified challenging aspects of the partnership that we think could be improved to enhance the experience.

Partners, not peers: Defining boundaries and expectations in student partnerships