In this article "teacher as public art" is used as a metaphor to describe and explain the all-too-common perceptions and experiences of professors of color, especially women, within the academy. Highlighted throughout this discussion are: (1) the relevance of locating self within the context of people and place; and (2) the importance of bringing meaning, authenticity, and credibility to teaching and research through continued reflection, self-assessment, and inquiry. The case presented is essentially a first attempt to accomplish these goals using self-study, personal experience, and public knowledge as an integrated vehicle for professional transformation. The methodology utilized in this study include: (1) integrating an auto-ethnography, interviews with twenty-four women, and a review of literature. The "Teacher as Public Art" endeavor supports literature regarding the use of creative and intuitive insights in the teaching/research process and confirms the value of insider perspectives in documenting subjective experiences that may inform understanding of human behavior in social settings. Here, the author categorizes "Teacher as Public Art" according to three themes: (1) residual effects of history in creating a matrix of privilege; (2) systemic issues related to body politics; and (3) workplace encounters related to gendered realities. Among other things, she discusses each of the three themes. (Contains 1 figure and 49 notes.)