This paper is focusing on the concept of students ‘voice’ that informs the teaching and learning (T&L) strategies in higher education (HE) within the UK context. The analysis draws on feedback received from students experiencing Problem Based Learning (PBL) which was implemented in one of the modules of the department of Early Childhood Education and Care (ECEC). My aim is to provide different perceptions of exploring, thinking and conceptualising ‘voice’ (feedback) and the ways in which the findings are linked to, or inform, the emerging research fields in which I and my students are participating. I will consider how to explore ‘voice’ from a range of sources and theoretical perspectives such as feminist practice and poststructuralist theory in order to enhance T&L and to improve the experience of the PBL. Due to policy change in higher education in recent years, the ‘voice’ of the learner in ECEC became more dominant in HE environments, therefore exploring their thoughts, emotions and experiences are vital in understanding the concept of PLB that informs the T&L strategies in HE in the UK context.