Some art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view artmaking and education as vehicles for social justice and, in some cases, for social and political activism. In these broader social functions, the boundaries between art, education, and activism fade. This article examines the motivations, perspectives, development, and experiences of five artist/educator/activists who worked in community-based settings in Tucson, Arizona. Common characteristics, relevant issues, and implications for the field are presented and discussed. (Contains 7 endnotes.)