In this autoethnographic study, the long-term effects of students who have been exposed to a Choice Based Art Education approach, also known as CBAE, at some point in their kindergarten through college academic career were investigated. The effects CBAE has had on teachers during their first year of teaching were also investigated. The participants in this study included two teachers who have incorporated CBAE in their first year of teaching art and a former student participant who was exposed to a choice-based method throughout most of their kindergarten through twelfth grade experience. Data was collected through interviews, a weekly journal, and the collection of artifacts. Collecting data through these methods allowed an insight into the importance of CBAE and the support it provides for students in the art classroom. The results of the study found countering, yet most times, similar outcomes when it comes to classroom environments, student behaviors, student outcomes, and teacher implementation. Overall, students found a CBAE classroom to be a comfortable environment, but some still found it difficult to come up with ideas for their art projects. As with everything in education, no approach runs flawlessly in the classroom. These participants shared their successes but were not shy in expressing their difficulties.