This article articulates how the instructor of a French for the Professions course at the U.S. Air Force Academy designed her course by using students' inputs, in particular in the area of assessment. It highlights students' perspectives and contributions, as well as the instructor's deliberate actions to incorporate their voices as expressed in several anonymous questionnaires administered before the course was offered and again at the end of the semester. Readers will discover how the assessments align with the course objectives and the students' curricular needs and wants, as well as some resources for evidence-based practices related to cooperation and students as partners. The article concludes with the students' self-reported sense of being partners in learning and the perceived benefits of this approach. [Note: The page range (135-141) shown on the PDF is incorrect. The correct page range is 135-142.]