Adolescents have a unique perspective on their own development. However, educators have not fully considered the role of students’ meaning making in the provision and receipt of school-based supports. To address this gap, this article draws on photographs and in-depth interviews that explore urban middle school students’ experiences with learning supports. The findings suggest that students seek learning supports that provide them with agency, nurture a sense of trust, and allow for opportunities to help others. This article suggests recommendations for the practice and research of learning supports, including involving students more fully in support processes.