Constructing space for agency is critical for any education program. This paper examines how an alternative program structure afforded space for individual and collective agency through a school-based group project as an assignment within a general education course. As instructors and faculty supervisors, we value teacher candidates’ personal professional knowledge and their agentic potential to shape their teaching identities in response and in resistance to their experiences in the alternative program. Our image of the program is of a container within which location agentic actions can be constructed and implemented. An action-based notion of agency served as a lens for interpreting themes within the student narratives of their group projects. These themes include (1) teacher candidates experiences of agency as being what one does, not who one is;(2) connecting the teacher candidates’ two primary locations, the practicum school and the university, expands the place within which agency is enacted; and (3) the agency experienced by the teacher candidates is not anchored in traditional notions of success or failure. This paper takes place within continuing research on the alternative program. Future work will consider enlarging the types of data used in order to further our constructions of possibilities for agency, and to inform changes and additions to the structure of the alternative program.