After 2 decades and one pandemic, this millennium has brought a range of technological, educational, and social developments. Just think--social media apps, online instruction, and global protests for racial justice are rapidly becoming the norm. Therefore, a question that begs to be answered is, How are art teachers adapting their skills for this new world? Moreover, are the teaching practices of yesteryear still relevant in this changing context? What do art teachers need to know and be able to do to be effective educators in the 21st century? Joni Acuff and Amelia Kraehe come to these questions as art teacher educators, as mothers of young children, and as Black women. These identities provide an intersectional lens through which they have experienced much of the 21st century, including the pandemic of COVID-19 and the entrenched pandemic of systemic racism (i.e., White supremacism). COVID-19 may not be the source of injustices, but it has amplified and aggravated preexisting systems that produce racial inequities and racist feelings in the United States and other White settler-colonial societies. In this article, Acuff and Kraehe make the case that racial events demand attention in art teacher education and they show how they go about that in their own art teaching practice. They define "visual racial literacy," describe how to turn racist events into teachable moments, and discuss how they activate visual racial literacy to unpack events such as "The Insurrection."