This systematic literature review explores meaning(s) of a student perspective in mathematics education research by investigating the intentionalities of research texts that use a student perspective. The study views research texts as being produced in and influenced by the context and the discourses in which they are submerged. In exploring the meaning(s) of a student perspective in mathematics education research, we draw on Skovsmose's intentionality interpretation of meaning. A total of 98 unique research texts were explored, resulting in three meanings of student perspectives in mathematics education research: 'feelings, experiences, and views', 'evaluating interventions' and 'validating effects'. The results show that student perspectives in mathematics education research predominantly consisted of studies with the intentionalities of evaluation and validation having a "regular" student in mind. Perspectives from students with certain characteristics, like underserved students and students in different performance levels, are scarce. While the findings might not be surprising, this literature review nonetheless calls for rethinking student perspectives in mathematics education research to include research "with" students that recognize students' diverse backgrounds. We end the article by suggesting a desire-based research approach to seriously address students' hopes, wishes, aspirations, and desires in mathematics education research.