The purpose of this article is to demonstrate how students' mathematics identities were developed and how their agency was fostered through the use of a mathematical action technology (MAT), Desmo, during stages of learning beyond noticing and wondering. The authors describe how they enacted an eighth-grade mathematics lesson depicting students going beyond noticing and wondering and illustrate that students' wonderings are an opportunity for further exploration and eventual discovery. They then highlight and discuss interactions that occurred in class, showcasing students' use of Desmos to help foster the development of their mathematical identity and agency.