The purpose of this case study was to explore the effects of art-making on the racial climate of a multicultural classroom of 11th graders. Critical Race Theory and Critical Race Methodology laid the foundation for approaching the topic of racial climate in an academic setting. An emphasis was placed on analyzing the developments of the counternarratives of students engaged in a culturally-responsive curriculum. Over an eight week period, students participated in three art projects focused on identity and racial identity. Each art lesson was devised as a response to the strengths and needs of students as they created artwork. The case study focused on three 11th grade students that identify as African American: Shanice, Tonia and Dashawn. Private regard, cultural imagery and language, and emotional responses were observed daily during both the direct instruction and the independent art-making. Interviews were conducted with the three participants, while artifacts were collected from participants and their peers. Throughout the study, themes of isolation through the Binary Race Paradigm, emotional exhaustion, and racial stereotyping emerged in discussions and art-work. Subsequently, art-making proved to provide inclusion, self-expression for students, and an evolution of private regard for students who participated. Supplemental teacher reflections can be found in Data Analysis and Findings. The following are appended: (1) Sample Consent Form for the Dean of Climate and Principal; (2) Sample Consent Form for Participants; (3) Emergent Critical Race Theory Tenants in Unit; (4) Curriculum Map; (5) Sample Packet of Content and Process; (6) Pre-Unit Interview Questions; and (7) Post-Unit Interview Questions.