In an effort to facilitate an environment that values learner-centered artmaking with student-driven outcomes, the author decided to implement a unit that she researched using qualitative methods. In the unit, "Painting Without Paintbrushes," 1st-graders crafted and used nontraditional tools as paint applicators. During the unit, students explored nontraditional materials at centers both indoors and outdoors, constructed and utilized handmade paintbrushes, and crafted and experimented with handmade stamps. Each of these lessons encouraged learner-centered artmaking through open-ended, playful prompts. Throughout each lesson, students were permitted to collaborate, play, and walk around the room. As a teacher-researcher, the author's main interest was noticing how the students responded when given opportunities to make choices about the process and products of their artmaking and how she could best facilitate this environment. What she found through her research was that when given choices, the students engaged in artmaking that was diverse and not confined to my teacher-directed limitations. Art educators can promote an environment more authentic to artists' ways of working in which students have more opportunities to make decisions about their artmaking by loosening teacher control of procedures and outcomes, valuing process over product, permitting--not stifling--dialogue, promoting play through open-ended prompts, and rethinking the layout of their classrooms.