Utilizing Asian critical theory (AsianCrit), this study delves into the experiences of eight K-12 Asian American art teachers navigating racial minority status in art classrooms and schools. AsianCrit frames an understanding of how stereotypes and biases, like the model minority and perpetual foreigner, impact their pedagogical perspectives, practices, and identity. Leveraging formal and informal interviews, focus groups, and pedagogical artifacts, we analyzed the findings and drew four key themes as their counternarratives, which include confronting systemic barriers, championing inclusivity, managing emotional labor, and leveraging art for racial discourse. These themes illuminate the intricate ways of systemic and emotional realities that will inform the professional practices and pedagogical identities of Asian American art educators.