As teachers of the arts we are committed to nurturing the creative potential of all our students. We value process and want to inspire young artists to find their unique voices. But do we? Habitual models of teaching, along with external pressures in the settings in which we teach--including pursuing models and language of "best practice" borrowed from the business world--can lead us away from those central values and toward a more teacher-centered, outcome-directed approach that might unintentionally limit our students' agency in making art. Learner autonomy in the arts--qualities of which include confidence in navigating the unknown, the ability to look at one's work more deeply, and the capacity to independently sustain one's artistic creation through often unpredictable progressions--is an overarching goal for us. Our challenge is to pursue that goal, and share our processes with others with similar goals, remaining cognizant of the risks of adopting "best practice" concepts and jargon.