This chapter explores the implementation of a student–teacher partnership framework at the University of New South Wales (UNSW), Sydney, emphasising reciprocity through a design thinking approach. Initiated in 2016, the framework evolved into a structured five-step approach, consisting of recruitment, active listening, review, co-design, and evaluation, which has been applied across various disciplines to enhance student engagement, community building, personal development, and teaching practices. These partnerships enabled students to take active roles in course design, feedback, and the creation of learning communities. Drawing on detailed case studies, the chapter illustrates how the model can be adapted to different contexts and levels, with reported outcomes including improved course satisfaction, enhanced teaching practices, and a stronger sense of belonging. It also explores challenges such as managing expectations, navigating power dynamics, sustaining participation and offering strategies to support long-term success. The findings suggest that structured, reciprocal partnerships can significantly improve educational outcomes and contribute to a more connected learning community. The chapter provides practical guidance for educators and institutions interested in building deeper partnerships with students, highlighting how a structured and inclusive approach to collaboration can shift teaching from a transactional model to a responsive, shared learning experience that benefits both students and staff.