This article describes how art teachers can work toward changing the power dynamics in their classrooms by using a student centered approach, as demonstrated by an example lesson about contemporary painter Kehinde Wiley. As the class unpacked the idea of power prevalent in Wiley's portraits, the students gave relevant examples of how power was evident and exhibited in Wiley's works, their lives, school, and the media they enjoyed. The students related examples germane to their cultures, and readily made connections between Wiley's work and the older source images. The students were excited, engaged, and enthusiastically learning about Kehinde Wiley's work and the notion of power. The student teacher engaged the middle-schoolers in this student-centered activity through the use of open-ended questions, and by acting as a facilitator rather than an authority figure.