Perkins V names learners as required collaborators in state plan development and the Comprehensive Local Needs Assessment (CLNA) process. Often, states and districts require intentional support and guidance to meaningfully leverage learner voice in the design, delivery, and improvement of CTE programs and policies. Learner-led research is one strategy for developing intentional infrastructure that cultivates learners’ knowledge of research skills to design, implement, and analyze findings that can inform the CTE programs in which they participate. This session will highlight lessons learned from a pilot co-led by Advance CTE, the Kentucky Student Voice Team, the Kentucky Department of Education, and Fayette County Public Schools to expand new frontiers for leveraging learner voice in CTE.