This qualitative study addressed the problem of lack of racial and ethnic diversity in American graduate art therapy programs. Seven current art therapy students or recent graduates of color from one predominantly White institution participated in individual semi-structured interviews and a group meeting. Results of thematic analysis yielded four overarching patterns; Courses, Internship, Affective Disruptions, and Differences, from which 10 themes and 14 sub-themes emerged. Narratives and strategies support published best-practices as participants identified limited course content relative to the contributions of pioneers of color, uneven exposure to course content designed to increase racial/cultural self-awareness, and preparation for cross-cultural interactions.