With art education at Concordia University (Montreal, Canada) celebrating 50 years of program delivery, this article offers a self-study history of the university's community art education program for undergraduate artist-teachers. Drawing on case study, archival, and oral history methods, this research situates key program events within their university and Montreal contexts and addresses three questions: How did community art education emerge as a teaching direction at Concordia University? What key moments, projects, and themes emerge from a historical review of the past 50 years of curriculum development and teaching activities? What does a review of the history of the teaching of community art education at Concordia University suggest for its future and for the work of other historical researchers? The article identifies practice and collaboration as two enduring themes, and ends with guiding questions to encourage future research.