According to Hanes and Schiller (1994), "The student teacher experience is the traditional transition from theories of the university to practical realities of public schools. It is in this experience that critical changes occur and determine the manner of practice that preservice teachers tend to adopt for their future classrooms" (p. 218). The experiences of student teaching also shape student teachers' art practice. Student teachers reset the clock of personal goals to consider what is possible and what may not be easy to accomplish as an art teacher. Suiting up in an art teacher's mantle leads to adjustments, such as how to fit one's own art into a day of teaching. In this paper, the author states that, if student teachers are to engage in the time-demanding task of artmaking, they need to know how to effectively set their creative clock. Setting goals and creating plans for students has to be balanced with learning to plan for one's own art. Student teachers cannot neglect setting personal art goals or spending time sorting out what is important for personal artistic development. While learning to care for young art lives, it is also a time to take charge of one's own art.