Consciousness-raising practices at the heart of feminism remain one of the most vital components of transformative learning theory and provide the foundation for its constructivist underpinnings. Recently, there has been a call for educators to employ consciousness-raising practices outside of traditional classroom settings and to focus greater attention on the 'extra-rational' aspects of education--especially when working with marginalised adult learners. This is very much in keeping with engaged feminist pedagogy that allows space for emotions in learning. Reflecting on our experiences facilitating access to art programmes with people diagnosed with mental illness and addiction at the Art Gallery of Ontario, we highlight several examples of gender-related consciousness-raising that emerged. These experiences suggest that exploring mental illness through engagement with art in a social setting allows participants to deepen their understanding of art and the political implications of their life experiences. These tours also seem to serve as a powerful counterpoint to more clinical and masculine ways of framing mental health and well-being. Ultimately we argue that it is our explicitly feminist approach to transformative learning and not the existence of accessibility programmes themselves that holds the promise of redefining what and who museums are for.