Student agency has gained increasing attention in Korean society. However, although teachers have already been assigned the responsibility of fostering student agency under the 2022 revised national curriculum, considerable ambiguity remains regarding what such a curriculum should look like. Before determining directions for curriculum practices outside of schools, it is necessary to develop a deeper understanding of the challenges and concerns within schools. Employing an interpretative phenomenological analysis, this study examined both the idiography of teachers’ curriculum practices towards student agency and the shared educational meanings that run through these practices. The findings revealed teachers’ efforts to embrace diversity in class, to promote students’ exploration of the meaning of learning and life, to strengthen curricular contextuality by connecting with students’ lived experiences, and to realize participatory curricula. Building on the idiography, the study discusses how teachers commonly sought to diversify curricula in ways that do not culminate in standardization, to generate unintended yet meaningful educational outcomes, and to create and develop participatory curricula oriented toward student agency. These findings call for critical reflection on the neoliberal framing of student agency and highlight the need for collective efforts to reform market-oriented educational structures and cultures, particularly by fostering school environments that support student agency.