Abstract: This study investigates student agency in university curricula development and implementation in Kerman Province. Secondary objectives of this study include exploring conditions, contexts, strategies, and consequences of student agency in university curricula development and implementation. Conducted using a qualitative grounded theory approach, data were collected via semi-structured interviews with 21 students and analyzed through three-stage coding (open, axial, selective). Findings of this study were validated through triangulation, member checking, and analytical comparisons. The core category of this study, "student marginalization in development and implementation of university curricula", emerged alongside five main categories: causal conditions (centralized structures, traditional attitudes, lack of transparency), contextual conditions (closed culture, operational constraints, participatory platforms), intervening conditions (student motivation, faculty support, systemic incentives), strategies (dialogue, collective activities, research documentation), and consequences (enhanced education quality, increased motivation, skill development). A paradigmatic model illustrates their dynamic relationships. The study emphasizes the need for participatory spaces and systemic support to enhance student agency.