This paper discusses three examples of the use of student voices to inform external-partner activities in Chicago's public schools. The text is based on a collaborative effort directed at diagnosing the needs of the Chicago schools. The article focuses on the perceptions of the probation process as reported by student-focus groups. Some of the themes that emerged from the focus groups included issues of equity, such as greater access to technology and longer school hours; mutual respect between teachers and students; the need for time management; and the pressure and stress associated with school. Also discussed are hurdles to high-school completion and student feedback designed to inform classroom change. The focus groups reinforced the need for consistent reflection, planning, and organizing and the importance of teachers having the support to try new ideas. Part of the benefit of using an external partner in evaluating a school is that the process involves all stakeholders in sharing ideas, enabling the process in which solutions to problems come from a synergy of thoughtful and caring people involved in mutual cooperation. Adding student perceptions to those of teachers and administrative staff also enhances the credibility of partner recommendations and programming. (RJM)