Many scholars and educators are moving toward an anti-oppressive paradigm in art education, transitioning away from imposing norms in an effort to think more creatively about teaching practices and classroom culture (Kraehe, 2019). Reflecting deeper on her position as a White, middle-class, female teacher who taught in an underserved community, the author asked her students to share what they thought about her teaching methods and if they genuinely felt they were respected. Two students were eager to share their thoughts and interrogate their personal experiences related to race and how they critically questioned societal norms through their artwork. They volunteered to participate in action research throughout the remainder of the school year. To structure this research, the author conducted a case study with the two students, Southside Savior and David-James. These students were willing to share the reality they experienced growing up as young Black urban men in the context of the #BlackLivesMatter movement and how their artwork visually narrated their individual experiences. The author regularly analyzed their artwork with them and asked follow-up questions about their work's meaning to ensure understanding of their intentions to avoid projecting assumptions. By conducting this research, the author aimed to gain a better understanding of what interactions took place in the classroom with respect to race and class to continue to develop a more student-centered pedagogy based on inclusive practices that welcomed the voices of all students (Kraehe, 2019).