In this article, the need for teacher education programmes to offer support for the development of pre-service teacher agency is discussed in order to enable prospective teachers to operate agentically in their professional contexts. Using Priestley et al.'s (2015) ecological framework for teacher agency, I reflect on the extent to which I achieve this goal in my own teacher education context and offer implications for other contexts. Ways in which teacher agency can be taught implicitly are suggested by making light amendments to the content and methodologies of teacher education modules.