What is the relationship between student teachers' studio art practice and pedagogy during the student teaching experience? What are the benefits of reflecting on connections between art teaching and artmaking after the student teaching experience? In developing one's art practice, art educators build conceptual frameworks for curriculum with lessons that are more than a sequence of activities. Strong, meaningful art curricula engage children in constructing new knowledge about themselves and the world, just as an art educator's art practice should do for his or her own understanding of the world. This article suggests that art educators' sustained studio practice can positively influence curriculum design and pedagogy.