A local focus can give art educators a familiar basis to introduce and expand content. A community-inspired curriculum helps students realize that artists do not operate in a vacuum; rather, they are part of a social world in which art objects are created. In this article, the authors provide an overview of Community-Based Art Education (CBAE) literature, present a model for interdisciplinary study of the community, document one middle-school art teacher's first experiences with it, and make recommendations for practice. Although there are many interpretations of Community-Based Art Education, all advocate a closer connection between art education and communities. In this brief review, the authors delineate some of these approaches by presenting four "faces" of CBAE: (1) community as place ("Place Face"); (2) community as learning group ("Group Face"); (3) social good of the community ("Social Good Face"); and (4) community traditions and heritage ("Ethnographic Face"). All are members of the CBAE family and may stand alone or be used in combination in the classroom. (Contains 4 tables and 3 endnotes.)