This chapter considers the implications of the theoretical propositions for the development of teacher agency. It focuses on the potential for cultivating a sense of agency that reflects in how teachers perceive educationally worthwhile purposes and the scope of their professional roles. The chapter also considers the relationships between teachers’ espoused beliefs and those enacted in practice that are, at least to some extent, shaped by the institutional structures and cultures (e.g. rules and resources, and power relations). First, the implications of the virtue-based approach to human action are considered as premises for teachers’ thinking of themselves and acting as agents of change. Next, the chapter considers the potential of expansive teacher learning for their development as agents who are able to examine their professional beliefs both within and beyond those reflected in their institutional settings.