In this commentary, Laura Hetrick focuses on what is inherently missing from the art education literature about teaching future teachers of art--of addressing nascent teachers' personal, pedagogical, and professional desires. Specifically, she considers teachers' desires for power and recognition, their desires to love and be loved, and their desires to save and be saved--all in addition to their desires about their own identities, and all within the context of their art classrooms and populations of art students (Hetrick, 2010a). She argues that art teacher educators should stop avoiding the term in classroom discussions, hang up reservations in addressing the topic, and bring desire--personal, professional, pedagogical--to the forefront, especially in preservice preparation programs and pedagogies. She urges art teachers in preservice preparation to tackle issues that are personally relevant, and in a sense, more unsafe. And while it may feel "unsafe" to address the issues around desire, teachers must ask themselves: what does it mean for a (beginning) teacher to have desires in the classroom? Is it wrong to desire as a teacher, when teachers as humans all have desires? Might knowing their own desires and their motivating forces make them better teachers? How can teachers begin to talk about their desires and make them useful in understanding their own modes of being? Hetrick proposes one method that art teacher educators can use to help uncover desires is using visual culture images of (art) teachers as catalysts to assist student teachers in exploring and unfolding how they imagine teaching and open up a supportive space where they can talk about the potential needs, hopes, and pleasures that may accompany those imaginings. Furthermore, beyond providing a supportive space to work through the difficulties the student teachers may be facing, Hetrick asserts it will also be crucial that teacher educators and/or supervisors within art education discuss how the student teachers' personal and professional identities may affect how they construct knowledge and teach their students. Understanding preservice teachers' different and sometimes conflicting identities and recognizing how those may influence their teaching habits and styles may help student teachers refrain from pedagogical practices that are potentially unproductive or even harmful to their students (racist, sexist, classist, etc.).