This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students' understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts. The powerful realistic and fantastical images the students produced express their consciousness of impending workforce participation; images communicate their inner voices and provide insights into their perceptions of working in today's global environment. The art teacher's reflections include recognition of the unique literacy demands of subject area textbooks, the necessity of schema-building to understand social studies content, the accommodation of the special academic needs of English language learners, and the importance of professional development for educators. Outcomes of the study find value in incorporating labor studies content into the visual art curriculum as an engaging and worthwhile avenue toward meeting visual arts standards and promoting social justice awareness among students.