Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University. Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education. Setting: African Centered educational institutions in Chicago. Research Design: Qualitative. Findings: Each site had similar missions and the shared goal of building positive selfethnic image (Colin 1989). This was reflected in both curricula and artistic instructional strategies. African Centered practice is grounded in the cognitive and affective domains. In addition to K-12 curriculum content, what makes African Centered schools different in the focus on building positive selfethnic identity and the importance of community empowerment. Conclusion: Academic rigor and affective growth were developed through a consciousness of African Centered ideas and positive selfethnic image (Colin 1989). In addition to the importance of community, building positive selfethnic image is also encouraged. Africentric communities foster students' cognitive abilities while developing creative spirits. Since before Ancient Kemet, artistic practice has been a way of knowing, understanding, and doing for people of this Diaspora. At each institution, culturally grounded instructional strategies are embedded in every program and has a critical impact not only on school culture, but also on the development of a positive selfethnic image (Colin 1989). Citation: Ellis, Auburn E., Integrating Aesthetics: Transforming Continuing Education through Africentric Practice. AERC Proceedings: 2013.