Formative feedback is noted as one of the most useful instruments for improving student learning in higher education (Irons, 2007; Gibbs & Simpson, 2004). This case study is a joint staff-student collaboration in which the authors showcase their innovative and novel approach to staff and students acting in partnership to provide and receive formative feedback when working on group projects. The authors discuss the practicalities of students taking the lead on receiving formative feedback through the introduction of student-led formative feedback team meetings with their tutors. In turn, the authors discuss the student voice regarding the importance of formative feedback, arguing that facilitating a mechanism for students to be actively involved in receiving formative feedback can provide autonomy in learning and can promote opportunities for development of key employment skills. The case study is set in context by demonstrating how this method of giving and receiving formative feedback is utilised in a “Street Law” module delivered at Lancaster University Law School.