This chapter explores the experiences of international high school students in Canadian pathway programs, which serve as a preparatory bridge to higher education. Pathway programs are often associated with neoliberal commodification of knowledges and receive equity-related criticism in scholarly literature. This study highlights the active agency that international students exercise in making decisions about pathway programs and in navigating their experiences, ultimately challenging the notion of students as passive participants in a neoliberal system. The chapter draws from sociocultural perspectives of agency and is informed by interview data from 12 students in the Navitas pathway programs in Canada. The findings reveal three key forms of agency: enactment agency, reflective agency, and meaning-making agency. Findings underscore the supportive role pathway programs play in facilitating these forms of agency, highlighting the need for program structures that empower students’ growth and adaptability in new, unfamiliar environments that international students must navigate to succeed.