Art education, due to qualities of its epistemology and pedagogy, has at its fingertips the tools that many boys need to facilitate a change from within masculinity. With the existing paucity of research into boys, masculinity and art education, this remains largely conjecture. However, Malcolm's experiences, described in this paper, suggest that boys do engage in complex negotiations of values and beliefs and that these negotiations are often carried out within specific subject curricula that can act as forums, even vehicles, for these negotiations. Arguably, there exist qualities within the art curriculum that facilitate the types of growth one wants in boys. It is a possibility well worth exploring. The challenge is to better understand the processes by which many boys use the subject of art to engage each other in exploring and mediating egalitarian personal masculinities. (Contains 1 figure and 2 notes.)