Research about K-6 generalists, elementary, preservice majors in teacher education programs often emphasizes students who are resistant to art methods courses, although Galbraith (1991) and Gibson (2003) found some elementary majors held positive views about art methods courses. In addition, instructors who are frustrated by students who respond negatively to these methods courses often seek advice about how to have their students adopt positive attitudes. In this article, the authors report results of a study they conducted using focus-group student discussions and focused interviews with instructors of art methods courses for elementary majors at universities in five sites around the United States. They determined that The Empowerment/Leadership for Art Education (Leadership Model) developed by Thurber and Zimmerman (1997, 2002) would be appropriate to develop strategies for implementing positive change to counter the resistance that students and instructors sometimes demonstrate toward these courses. This Leadership Model is constructed on a feminist framework that has been successfully used in a variety of contexts that support building reflection and empowerment through interactions among groups of people working toward common goals. As a result of student focus-group dialogues, interviews with instructors, and their own teaching of art methods courses for elementary preservice majors, the authors offer some strategies to enact positive change. They suggest that art methods courses be introduced earlier rather than later, so that positive attitudes about art and art teaching can permeate throughout students' entire preservice experiences. (Contains 6 figures and 3 endnotes.)