This chapter reports on the results of a multiple case study that aimed to investigate how second language (L2) learners (re)build their own identity and agency through the exploration of linguistic landscapes (LLs) in the classroom. Two separate school settings in Germany were analyzed – an urban primary bilingual school and a peri-urban lower secondary school, which were highly linguistically diverse. Data were collected in the context of student practicum by two pre-service teachers of Spanish as an L2. In both cases, data included audio recordings of classroom interactions, which were transcribed and treated using content analysis. Data for this chapter also include students' drawings of their linguistic biographies and their ideal LLs and photographs they took of the LLs, in an understanding of research as participatory. Results suggest that during their collective discussions, students were able to (re)discover and accept their and others' plurilingual repertoires and multilingual identities, to unveil situations of linguistic (in)equity as well as possibilities to exert their agency. Based on the results, we problematize the notion of student agency and define “agency-oriented pedagogy” around the principles of action research, participation, positionality, and criticality, which we apply to students and teachers alike.