The concept of student agency is growing in recognition as important for student learning. The term agency is open to multiple interpretations, and often utilizes related concepts such as autonomy, self-efficacy, challenge, responsibility, decision- and choice-making, engagement, and empowerment. The preferred definition of agency adopted in this chapter is based on the capability of students to act as positive contributors who apply autonomous influence on themselves and their worlds (Bandura, 2006; OECD, 2019). Further, in this chapter, the contested nature of agency with respect to how it impacts on learning will be discussed. The Health and Physical Education (HPE) discipline has received scant attention in relation to agentic approaches to learning. In this chapter, a review of the literature on student agency, will be applied to the practical Physical Education (PE) context. The importance of the teacher’s influence in motivating students and structuring learning experiences that support various degrees of student autonomy (Reeve & Shin, 2020) will be considered. Two aspects of student agency and learning in relation to PE practical classes are contemplated. First, how student agency can be supported in PE classes and second, what teaching approaches in PE allow students agency. There are several approaches and models which could usefully be employed to support student agency in practical PE classes. The capacity of various teaching approaches are considered in this chapter and suggestions that might reasonably support teacher curricular decision-making in PE practical classes are advanced. The suggestions draw on aspects of models such as Hart’s Ladder of Participation (Hart, 1992), Spectrum of Teaching Styles (Mosston & Ashworth, 2008) and Instructional Models for Physical Education (Metzler, 2005) to provide support for PE teachers to promote student agency. A recommendation is made for the efficacy of these suggestions in future empirical research.