This essay challenges a paradigm which views the arts as education's overlooked and unappreciated sibling, with the voices of both historical and contemporary arts advocates. It will propose ways in which educators might again embrace a more holistic educational paradigm which allows the unknown, unpredictable, messy, and challenging processes and products visual arts actualize. Finally, in-progress re-search will suggest that educator-preparation programs must model arts-infused curricula and pedagogical practices not only for the reasons addressed in this text, but also to empower systemic transformation in K-higher education.