We examine in this article how the construction of a metaphor for collaborative practice can be used as a navigational tool to assist teachers in making meaningful connections between artists and teaching practices. Exploring collaboration in practice as a metaphor can help teachers expand their problem-solving capacities and allow them to cultivate authentic interaction between their artmaking and teaching practices. We also illustrate how collaborative practices, when enacted in both teaching and artmaking and conceived as a metaphorical construct can guide teachers toward identifying synergies between their artmaking and art teaching. To achieve this, we have drawn together a hybridized qualitative methodology to generate a multimodal rendering of intricately layered stories toward cultivating the inter-relationship between artist and teacher.