As a Vietnamese 28-year veteran art teacher, my lived experience is that art teaching is not a viable means to gain access to formal leadership or to exercise my personal leadership within school in a large school district. As an Asian descent educator, there is limited opportunity for a leadership role. For many years, I felt that the isolation and helplessness in teaching was a deterrent to my professional and personal growth in the teaching profession. Into my fifth year of teaching, I determined to return to my advocacy and love for community service through artmaking. I decided to create leadership opportunities for myself to grow and to lead and for my students to have access to other educational benefits that only community can provide. This article highlights my commitment to become an art teacher leader through community leadership and providing service-learning projects for my students. In this article, I share three recent examples of how teacher leadership combined with community (Gilbert, 1972; Hunter, 1980; Nix & Seerley, 1972) and collaborative leadership can maximize student learning and teacher growth personally and professionally.