Revision is arguably the heart of the writing process, but teachers and students may sidestep the complexities in favor of the quick finish. By surfacing the classroom ecologies and practices involved in supporting student writers, the authors discover revision as a site for the development of agency. To more closely examine what happens in the classroom when revision is approached as a layered process, the authors Mary Sawyer and Jacqueline Rapant visited the classroom of first author, Christopher Mazura and conducted interviews with his twelfth-grade students. By bringing revision to the center of classroom inquiry, the authors learned that teachers can support students in gaining voice, agency, and a deeper connection to a wider community.