Speaking about "the student experience" has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what "the student experience" has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. "The student experience" homogenises students and deprives them of agency at the same time as apparently giving them "voice". This paper examines the dominance and sacralisation of the discourse of "the student experience" and questions its positioning as a means of discriminating between the value of different experiences of education.