Little is known about evidence-based educational interventions in juvenile correctional facilities (Public Law 115-385). One consideration when identifying evidence-based practices is to assess the perspectives of students. Chapter One is a systematic literature review of peer-reviewed studies that included student voice. The characteristics of the studies and how researchers assessed and utilized the student voice data are discussed. Chapter Two is a qualitative study that utilizes inductive and deductive thematic coding to identify student perceptions of their English Language Arts classroom participation in a long-term juvenile correctional facility. Implications, limitations, and future directions for research are discussed.