Paying attention to the voice of students as the most important stakeholders of the curriculum in the curriculum decision-making processes, including the design and implementation of new curricula and the modification of existing curricula as one of the most important elements in improving the quality of learning, can play a pivotal role in educational policy-making. Despite the emphasis on this issue in theoretical discussions in the field of curriculum, field and practical experiences of such an approach in curriculum processes have received less attention. In this regard, the present study aimed to conduct a comparative study of how to include student voices in the primary curriculum planning processes of the two countries of Australia and Ireland. This study was conducted using the Brady model in four stages including description, interpretation, juxtaposition and comparison. The findings show that in Australia, with its decentralized educational structure, frameworks such as Amplify and local planning of the states, student voices have been included in curriculum planning. In contrast, Ireland, with its centralized structure and the use of the Lundy Participation Model and the National Participation Framework, has more systematically incorporated student voice into macro-policies and educational programs. The results of this study indicate that both countries have considered paying attention to student views and preferences in curriculum decisions as a central element in strengthening student motivation and participation, but the way it is implemented differs due to structural and cultural differences.