Recent years have seen a move away from a hierarchical and paternalistic relationship between health professionals and patients towards one that respects autonomy, personal expertise and the contribution that users can make to service development. The central philosophy of this cancer education programme for non-specialist professionals emphasised the importance of enhancing communication and patient-centred care, and it was decided to invite former patients to participate in classroom settings. This article explores the issues that arise from such participation and makes suggestions for the effective involvement of patients in cancer care education. A case is made for further research into patient-led education.