Today educators may feel the need to contemplate community-based education when (1) well intentioned citizens try to figure out what they can do to support or reform school art programs; (2) arts administrators seek to advance their enrollment figures; (3) citizens try to eliminate art education from school curriculums; (4) teachers try to figure out how to get students involved in "real world" situations; and/or (5) educators and artists confront important social issues through their artistic endeavors. At the risk of drifting away from some of the traditional focuses of art education, art educators need to take a careful look at the rationales, goals, and definitions of community-based art education before dismissing it, or conversely, implementing new programs of their own. Although several art educators (Bolin, 1999; Clark & Zimmerman, 2000; Congdon, Blandy & Bolin, 2001) have illustrated their concepts and implemented new courses and programs (Fahey & Frickman, 2000; Garber, 2004), it is the purpose of this article to take a second look at various forms of community-based art education and propose ideas for future curriculum initiatives. (Contains 3 notes.)