In the art classroom--where art, identity, and culture are inextricably linked--racially and culturally responsive teaching play a critical role in how teachers interact with students and ultimately how students themselves come to understand cultural diversity, social inclusion, and antiracist behaviors. It is important that teachers understand that students learn in different ways and effective teaching requires recognizing and responding to those differences. Exploring the role of culture and race in students' lives and introducing racial discourse into art education courses prepares teachers to connect more meaningfully with students and their creations. This article shares an approach for introducing racial dialogue into an art education course, an epistemological stance that encourages students to connect meaningfully to an unfamiliar topic and visual thinking strategies for expressing understandings of complex issues, such as race, through artmaking. This university-level studio art experience aimed to examine racial issues in education and express preservice teachers' understandings of the topic through artmaking. (Contains 7 figures.)