This article documents what happened in a first grade classroom when young Latina/o children of immigrants had consistent classroom-based opportunities to use their agency in their learning. Applying theoretical constructs from development economics to data from the Agency and Young Children ethnographic project, we explore three forms of agency that young children in Ms. Bailey's class used so often that it became routine and normal to see on an everyday basis. These forms of agency include (1) initiating projects, (2) designing projects and (3) pursuing inquiry through questions. With each form of agency, we point out the types of capabilities that were possible because of children being able to use that particular form. We then discuss how these forms of agency debunk some of the deficit discourses that are used to justify the current narrowing of curriculum for young children from marginalized communities, specifically Latina/o children of immigrants.