Many students in the art classroom view making art, and creativity, as innate abilities rather than something to be learned. When students take risks, and fail, many believe they are flawed and do not belong in an art class. These moments of vulnerability need pedagogical and curricular attention from art educators to create a psychologically safe environment where students can be creative. In this article, the author advocates that psychological safety encourages courageous vulnerability, enables creative risks, and minimizes shame. In the pursuit of understanding how to create a psychologically safe art classroom for students, the author conducted a descriptive case study of a high school visual arts teacher. Emily Rose is known for creating a "safe haven" in her classroom. Through three months of observations, and six interviews, the author explored how Rose created a psychologically safe environment where students could create, discuss, explore, experiment, "fail," and succeed. In this article, the author weaves their perceptions with literature in education to highlight Rose's curricular decisions and pedagogical choices that encouraged her students to take risks and embrace their vulnerability. By utilizing visual journals as a key feature in her curriculum, Rose provided a safe space for creative risk-taking in her classroom. The visual journal is a reflective altered-book (or sketchbook) that students used to document and express their lived experiences. Visual journals gave freedom to explore ideas, experiment with materials, and discover techniques; they also allowed multiple opportunities for fresh starts. The art teacher can create a safe space for students to engage in creative acts by modeling their own process of noticing details, viewing relationships, and articulating the connections between viewing art and making art. Engaging in dialogue about their work and the artistic process helps make the social, emotional, and intellectual nature of the arts transparent for students. While much of Rose's pedagogy created a safe space for students, her choice to view the journal with her students demonstrated how vulnerability can be an act of courage and how risk-taking is necessary for both teachers and students.