The relevance of the research is determined by the necessity to train highly qualified specialists in the field of education. The master’s degree program is aimed at training professionals who have mastered the main activity types including professional activity in the chosen field and research activity, which requires great awareness and a high level of the personal agency development. The study purpose is to identify changes in the manifestation degree of the personal agency stages which master’s degree students have in the context of active learning in the classroom. The study hypothesizes that using a set of active teaching methods helps to increase the manifestation degree of the personal agency stages of graduate students when assimilating learning skills. Participants: master’s degree students (N = 47) majoring in various fields of study at Volgograd State Socio-Pedagogical University (Volgograd) aged from 21 to 57 (M = 23.6 years old; SD = 5.2), of whom 32 (68%) are females and 15 (32%) are males. Methods (tools): to fi x the parameters of the manifestation degree of the personal agency stages of graduate students, the modified scale for diagnosing the development stages of students’ personal agency (by A. V. Kaptsov, E. I. Kolesnikova) was used. Results: the study shows an increase in the manifestation degree of the indicators of each stage, which was the result of the experimental teaching as part of the study. Main conclusions: using a set of active teaching methods in the classroom contributed to an increase in the manifestation degree of the personal agency stages of graduate students. This fact was proved by means of a typological approach through the identifi cation of three types of master’s degree students. Practical significance: the complex of active teaching methods used in classes with graduate students can be applied at diff erent levels of higher education.