Students who are quiet while reflecting on information before sharing their thoughts are often mistakenly judged as not participating in class. To better understand how quiet students navigated the space of a Midwestern U.S. suburban classroom, a yearlong action research study was conducted to learn more about student needs and test how adapting curriculum and pedagogy might affect students' identities. Interviews, classroom videos, and student writing samples were analyzed to learn how quiet students engaged in classroom work, advocated for themselves, and rebuffed labels that they felt were negative. Although talk in the classroom is certainly vital to learning, time for writing and reflection is critical for some students. The findings of this study aim to raise awareness and encourage teachers to take an inquiry stance toward quiet students and consider their other modes of participation beyond speech.