<p>Student agency, defined as the will and skill to intentionally shape one’s own learning process, is considered malleable rather than a fixed trait. The environment in which students learn plays a significant role in activating their agency. Students differ in their will, skill, and agency-related outcomes such as academic performance, well-being, or stress reduction. Understanding these differences can help teachers tailor their support. This study aims to identify students’ agency and three main outcomes (academic performance, well-being, and stress reduction). Participants were students from three secondary schools (<i>N</i> = 1470) in the Netherlands (2) and Belgium (1). Students completed the Student Agency Scale, a questionnaire with items on their agency, well-being, and stress. The questionnaire was administered prior to an exam week. After the exam week, students’ average grades in Dutch, English, and mathematics were collected. Based on cluster analysis, we identified eleven profiles of agency, linked to grades, well-being, and stress. These profiles can be grouped into three overarching categories: thriving, struggling, and at risk. Thriving students show moderate to high agency and well-being, no stress, and above-average performance. Struggling students experience varying levels of agency, well-being, and stress, and moderate performance. At-risk students display fluctuating agency, well-being, and stress, with below-average performance. Possible implications of these profiles are discussed for how teachers can adapt to students’ needs to foster the development of student agency in relation to academic performance, well-being, and stress-reduction.</p>