This mixed-methods practitioner inquiry aimed to facilitate transformative learning of individuals' racial attitudes. The focus of this research was to investigate what influence participating in a semester-long social justice art education studio course may have on preservice and practicing art educators' implicit (unconscious) and explicit (conscious) racial attitudes and understandings toward self and others. This research also aimed to develop transformative art education pedagogy and understand its role in the critical examination of issues surrounding race and racism, and its impact on transforming racial attitudes. The findings of this study indicated that exploring racial issues through transformative art education pedagogy can facilitate positive attitude change and help educators to become more comfortable with the topic of race and the idea of working with diverse populations.