Research on learning in the visual arts suggests that art education must be situated in compelling personal contexts if it is to succeed in creating new ways of thinking, knowing, and representing. The personal context always has cultural dimensions. This article describes a visual art curriculum that embraces the personal context of place in a diverse suburban community on the north shore of Long Island. It describes students' work in the classroom and their efforts to construct richer meaning and connections to their lives outside the classroom. This is a story about the weaving of art, culture, and the possibilities of community into artmaking. The experiences of these students provide a glimpse of an education that considers the aesthetic possibilities of places. (Contains 9 figures.)