White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used critical race theory (CRT) and Whiteness critical theories to identify how Whiteness informed their pedagogical decisions. A process of narrative storytelling, unstructured interviews, and critical self-reflection provided data for this research. The author examined how the culturally developed identities of Alexis, a Black artist/art educator and colleague, informed the different and similar ways of knowing, thinking about, and enacting art instruction within the same community. In this article, the author explores Alexis's experience and pedagogical choices, arguing that art and teacher education programs should help to inform critical self-analysis of social and racial issues that might emerge in this shared teaching setting. To eliminate WSIC, White teachers who work in communities of color must focus on the strengths and voices of those they serve, promoting and working from the assets of the community, knowing successful teaching often depends on engaging with community members. In preservice teacher education, discussions that encourage deep critical reflection on preservice teachers' motivations and perspectives can provide insightful tools for disrupting racism.