This study aimed to research the impact Advancement Via Individual Determination (AVID) programs have on the development of student agency in high school students. AVID was founded in San Diego, California by teacher Mary Catherine Swanson in 1980 (AVID.org). The AVID framework is divided into two sections, "What Students Need" and "What Educators Do," with components and strategies in each section (AVID, 2020). A key component of the student section is student agency, which is defined as "students believing in themselves and acting intentionally to build relationships, persist through obstacles, and activate their academic, social, emotional, and professional knowledge and skills to reach their potential" (AVID Organization, 2020). Currently located in 47 states and impacting more than 2 million students Worldwide (AVID.org), the researcher decided to focus on a school district that has been successfully implementing AVID since 2007. The school district follows the guidelines provided by AVID that pertain to the elective course structure, selection process of students, and implementing all processes with fidelity. Collecting qualitative and quantitative data, the researcher sought to answer the question, "How and to what extent does participation in the AVID program empower them to manage their own learning (i.e., develop student agency)?" The researcher administered an online questionnaire to high school juniors and seniors that were currently part of the AVID program at their high school. The sample size included 126 students, from three different high schools within the district. The questionnaire was designed by the researcher using student agency constructs and teacher practices that were identified by the American Institute for Research (AIR) study titled "Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices" (Zeiser et al., 2018). The researcher analyzed the data using in-vivo coding to identify reoccurring themes within the qualitative data and mathematical calculations to analyze, compare and disaggregate the quantitative data. The researcher used Psychological Empowerment Theory (PET) as the theoretical framework to analyze the results collected from this study. This framework builds upon the development of agency through empowering students to believe in themselves. The four dimensions of PET (meaning, competence, self-determination, and impact) are the foundation of this framework (Spritzer, 1995; Spreitzer et al., 1997; Thomas & Velthouse, 1990). These dimensions were used to validate supporting research that the identified constructs impact one's sense of agency and empowerment. The data proved that student agency is developed in high school students who participate in the AVID program. Student agency constructs and teacher practices were proven to have an impact on how students are developing agency and the benefit of AVID. It is evident that school districts who invest the time and resources into AVID is changing the lives of first-generation college students around the World. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]