In this article, the authors discuss how art educators often find themselves faced with students whose needs are beyond what the art educators feel trained to handle. How can they design lessons so that every student feels successful? Because art educators are also art therapists, school colleagues often ask them for help in working with students who are very needy. With inclusion becoming more common, art teachers find they must adapt their lessons to meet a variety of needs. This article demonstrates how all art-making is therapeutic and provides suggestions for incorporating this thinking into the classroom.