This chapter explores student perspectives on decolonisation in UK higher education through a qualitative study conducted at the University of Westminster. Set against the context of post-pandemic disruption and post-Brexit uncertainty, the study addresses growing student concerns about the relevance, inclusivity, and social value of university education. Over an 11-month period, unstructured conversations were held with 42 students from diverse disciplinary and demographic backgrounds, guided by two key questions: What do you understand by decolonisation? and How can universities be decolonised? This dialogic approach foregrounds student voices and enables a broad range of understandings to emerge. The findings reveal varied interpretations, concerns, and proposals across Generations X, Y, and Alpha, underscoring both the complexity and urgency of decolonial work in higher education. While perspectives differ, students consistently express a strong desire for meaningful change that extends beyond symbolic initiatives to include curriculum reform, pedagogical practice, and institutional culture. By centring student insights, the chapter argues that engaging seriously with student voices is essential to advancing more equitable and transformative approaches to decolonisation within universities.