With the explicit goal of today's school students being active citizens, critically engaged and democratically minded over the long course of their schooling, the authors of this article focus on the notions of "rhetoric" and, relatedly, "rhetorical agency." While these notions are increasingly understood in secondary school contexts, their application in primary and early-childhood settings is under-explored. We define and propose rhetorical agency as a purposeful focus of school literacy practice and pedagogy, illustrating this with four examples in which rhetorical agency can be supported in the primary classroom. These relate to research we have undertaken or supported around children learning bilingually, students engaging in place-based investigations, rich text use, and critical literacy in the early years. Ultimately, we invite consideration of how primary classrooms and public schooling, and more specifically the practice of language and literacy education, might be enhanced expressly through a rhetorical lens.