Agency and empowerment in the art classroom can exist at the epitome of how a student explores and defines her-/him-/themself, and then voices that recognition. Merriam-Webster ("Agency," n.d.) defines "agency" as "a person or thing through which power is exerted or an end is achieved" (n.p.). Empowerment can be seen as having been given the right or authority to perform an action. Art students explore their agency and empowerment in the classroom, which is an integral part of their daily lives. Art teachers have countless possibilities to inspire/share space with students in ways that may instill far-reaching roots of self-ownership and practice expression that continues to create a counternarrative: the critical voice. The position as art teacher and teacher educator affords the "privilege" of incorporating marginalized narratives into the contemporary art education story. Art educators have the right to make space for students to investigate themselves; to search for, identify with, and practice exploration of themselves through visual art. The purpose of this commentary is to inspire art educators at all levels to critically consider what that space and empowerment might look like in their own classrooms.