This article describes a studio assignment grounded in social learning theory and intersectionality completed by preservice teachers during their first art education class, enabling students to begin to develop nuanced understandings about categories of difference. A studio assignment combines experiences in museum, community, and school settings to help preservice students map the intersections of race, class, and gender--and to create a quilt that tells an important personal story. Creating quilts provided a concrete and shared experience to center and consider "the cut aways"--the often invisible dynamics of power and privilege, in public school culture. Students discovered, collected, designed, joined, and pieced together resources and experiences extending individual and collective learning. This type of learning binds the community together by reinforcing commonalities even as students begin to recognize and honor their differences. The quilt assignment brings these pedagogic considerations to the surface, enabling students to begin to envision their futures as full participants in a community of practice that values artmaking, young people's growth, and social justice.