This case study explores a seven-year-old child's fears of gun violence expressed through drawings and writings during two literacy lessons in a public American school. The child's artwork and writing revealed a profound fear of attending school due to the possibility of being killed. This study raises critical questions: Should children's well-being be prioritized over academic achievements? And if so, to what extent should young children be allowed to express their fears of gun violence without becoming entangled in political debates? Utilizing critical theoretical lenses, specifically Piagetian and Freirean philosophies of education, this study employed case study methods with content analysis and narrative inquiry approaches. It analyzed three pieces of the child's artwork, along with his written and verbal narratives. The paper advocates for 'autonomy as the aim of education' and 'problem-posing pedagogy,' opposing traditional approaches that emphasize rote learning and standardized testing. The study concludes with recommendations for future research and a call to reevaluate current educational priorities.