Strength-based approaches, originating in juvenile justice as early as the late 1800s, situate the work of juvenile correctional facilities as assisting youth in utilizing their strengths and competencies to understand how they can be applied their lives to affect change and growth. While strengths-based approaches might have originated philosophically in juvenile justice they have not persisted in practice. In this qualitative case study of an art program in a juvenile correctional facility, visual arts acts a bridge between philosophy and practice to demonstrate how strength-based practices can affect change and growth with incarcerated youth. Specifically, this study demonstrates how visual arts education as a strength-based practice in juvenile correctional facilities offers youth the opportunity for change and growth to occur when their strengths, past successes, present behaviors and possible futures emerge. Specifically, visual arts education is situated as strength-based practice that allows young men who are incarcerated to "see" themselves actively engage in the 5 C's--connection, community, contribution, concentration, and completion.