Universities are under ever-increasing pressure from employers to provide some form of interaction with the professional world, in order to develop student knowledge and to expand their skill sets (Gott, 1995). Academics, meanwhile, are constantly looking for new ways to enhance students’ engagement with the Academy. In this context, student-led journals have become increasingly popular ventures in tertiary education over the last number of years, as universities seek to provide students with experiential learning opportunities. Membership of an editorial board of student-led journals is generally undertaken on an extra-curricular basis and generally for curriculum vitae-enhancement purposes (Saunders, 2000). This note, however, details the establishment of a student-led journal as a core element of an MA programme in the National University of Ireland, Galway (NUI Galway). It details the pedagogical context in which and for which the journal was established and assesses the benefits for the students who were involved at editorial level in the publication. Central to the establishment of this journal was the facilitation of the development of independent and critical thinking, innovation, digital literacy and advanced writing skills among the students. Whether or not this was achieved is discussed here as well as the practical steps taken in setting up such a journal.