This paper is a methodological reflection drawn from a study on the transition from school into young adulthood in Aotearoa New Zealand. During this process, the personal priorities of young adults with significant disabilities often becomes overpowered by those involved in their post-school planning. Through the experiences of young adults living this experience, empirical considerations are offered on the topic of agency. "Agentic ethnography" combines inclusive ideologies and research methods with theoretical underpinning of the capability approach. The product is adapted interview formats used to develop agentic participation in research to foster inclusive knowledge on the topic of transition. Practical implications for research and the educational field are provided to illustrate collaborative processes and products that not only collect 'voice' but importantly, have it be heard.