This article describes a qualitative research study designed to analyze the implementation of an art program for children in a homeless shelter. Using a socio-cultural lens and the framework of resilience theory, teacher researchers implemented community-art programs for children residing in a family emergency shelter. Data collection included field notes, artwork, analytical notes, and interviews with mothers and shelter staff. Research findings addressed three themes: redefining success, tensions in curriculum and implementation, and managing behavior. The findings indicate the importance of the cultural context for children living in crisis. Results also indicate that despite short-term implementation, art programs for children who are homeless can benefit the community and enhance teacher preparation by increasing knowledge about context. This article provides recommendations to guide educators teaching children in crisis, and suggests appropriate terminology for teaching art in informal learning contexts. (Contains 4 figures.)