Food policy skills are a core competency for nutritionist registration in Australia (1) and overseas (2). Despite this, research suggests nutrition students and graduates lack understanding of employment opportunities in the nutrition discipline (3), including the role of food policy in nutrition career pathways. This highlights a need to strengthen student understanding of the practical application of food policy in professional nutrition practice. Students as Partners (SaP) is a pedagogical approach in higher education that positions students as active collaborators and co-creators in their university learning experiences, rather than passive recipients of knowledge (4). Through an Equity-First SaP Microgrant, student partners and nutrition and learning innovation academics at Deakin University co-created career-oriented digital resources for a core food policy unit in the undergraduate nutrition science course. This involved co-design workshops, student-led engagement with peers to explore perceptions of food policy career-relevance, and development of video interviews with nutrition professionals to illuminate connections with food policy in the work context. This research aims to explore staff and student experiences with the SaP food policy project using a collaborative autoethnographic (CAE) approach. CAE is a participatory dialogue-based research methodology whereby researchers, as participants, engage in reflective dialogue to collectively examine and interpret their experiences to foster a shared understanding of the project (5). To facilitate the CAE process, student (n=3) and staff (n=3) self-reflection sessions were conducted online to explore team members’ experiences in the co-designed SaP project. Key research questions examined perceptions of evolving roles, benefits and challenges of collaboration, impacts on students’ future academic and professional paths, alignment with SaP principles, influence on the quality of project outcomes, and recommendations for future co-designed projects about nutrition curriculum development. Self-reflection transcripts have been generated and reflexive thematic analysis via Braun and Clarke's six-step process (6) has commenced using NVivo 15. In this presentation we will discuss findings from the collective autoethnographic research process, focusing on the student-staff partnership experience for developing career-oriented food policy curriculum resources. This includes the progression of the student-staff partnership project and insights and perspectives of students and staff on the impact and outcomes of this way of working. To our knowledge, this study is among the first to report on a student-staff partnership approach for developing nutrition curriculum resources in higher education. Our findings will contribute to the growing area of research that centres student experience equally alongside staff researchers and expands the perspectives of SaP practice. By addressing this research gap, we hope to strengthen knowledge and practice in this field and encourage future student-staff partnerships in the nutrition higher education sector.