Centres for teaching and learning (CTLs) often play a brokering and supporting role in student partnerships (SaP), but there is little research exploring partnerships between students and academic developers. Our study qualitatively examined whether students perceived themselves as partners within a CTL, even though this was not explicitly articulated as SaP. Results indicated students perceived themselves as partners and developed transferable skills: professionalism, communication and collaboration, leadership, and research. Additionally, the benefits enhanced the CTL mission for teaching and learning. Our findings imply that meaningful partnerships with students and related benefits can occur in a relationship-rich context outside a formally articulated SaP program.