From papier mache to plaster and paper to moulage, making masks is a popular activity for both art educators and students around the world. Masks have been and are currently used by many cultures/societies for specific cultural rituals and spiritual, metaphorical, role-playing, and theatrical reasons. In short, their use and their creation are culturally driven. Therefore, it is important to take a relevant, people- or issue-driven approach to the exploration of masks from other cultures so as not to perpetuate an incorrect perspective. Simply looking at style and technique or using a mask as just a mask often results in misinterpretation, misrepresentation, objectifying, and romanticizing cultures other than one's own, which, in the long-run, create stereotypes and biased knowledge. In teaching through and about the art and visual cultures of one's own and other diverse groups' images and objects, it is important to consider what is being taught. In this article, the author uses mask making, a popular activity in art classrooms, to illustrate the ways that cultural sensitivity and interdisciplinarity inform teaching and learning practices in art education. (Contains 3 endnotes.)