Despite the dramatic increase in the number of graphic novels created and published, and the growing popularity of graphic novels among students, some teachers think that certain sexual and violent imagery in graphic novels renders them unsuitable for teaching (Weiner, 2003). Additionally, the lack of cultural diversity and the depiction of stereotypes regarding gender, race, class, disability, and other social categories in certain graphic novels have prevented some teachers from using them (Ogier & Ghosh, 2018). With such concerns in mind, the author discusses the graphic novel project she created for preservice art teachers by including descriptions of classroom instruction and examples of the graphic novels used for the project. The author then suggests modifications for this project to be implemented at the K-12 levels.