Within the past 2 decades, comics and graphic novels have garnered attention for their educative possibilities. However, scholars recognize that comics and graphic novels have yet to reach their fullest potential within educational settings, highlighting the need to explore further pedagogical strategies for integrating and critically engaging with this art form (Alexio et al., 2020; Ogier & Ghosh, 2018). In this article, I provide an overview of comics and graphic novels in education before highlighting how I leveraged common pedagogical strategies, such as scaffolding, prompts, and discussions to guide students in making their comics and graphic novels within the context of a precollege course. I then discuss the findings from a case study that examined student work from the precollege course, focusing on the final graphic stories students told, why they chose to tell those particular stories, and how they did it. I conclude with a discussion of the implications for K-16 art education.