This proposition concerning "just-in-time" teaching was initiated in the field where the practices of two student-teachers have inspired ongoing and continued study into community art education as a site of creative and innovative teaching and learning that contributes to forms of public pedagogy. Informed by the year-long practicum assignment of Georgina and Makini at the Young Women's Christian Association, or as it is commonly known, the YWCA, and as part of a larger ethnographically-informed study, this article is a conversation about specific aspects of their teaching experience that were unique--that is, how they learned to operate in ways akin to just-in-time models of curriculum and instruction, but with an unexpected and unintended twist in teaching practice. In turn, research considerations began to shift during the course of the study to reflective practice as a source of information in which subjective understandings tentatively advance and add to wider professional development of students becoming teachers, and to how such practice might initiate more iterative, fluid, and interactive methods of sharing capacity building in non-formal learning sites like community art education.