Art teachers often complain about being overlooked and misunderstood as their schools focus on student achievement in literacy, science, technology, engineering, mathematics, and other educational goals. This article will argue that the art teachers' position in between competing disciplines is a place to recognize the power of their educational priorities. It will identify practices utilized every day in art classrooms that challenge pedagogical norms because they are quietly privileged over other ways of teaching and learning. As art teachers acknowledge that their teaching embodies a dangerous knowledge (Cary, 1998) they may find that their positions in the interstices, the in-between spaces in school structures, are places to exert influence to reprioritize educational objectives and pedagogical purposes within school policy.