When Mikayla Helton, Stephanie Baer's preservice art education student, first asked what she thought about her creating and teaching a summer art class at a youth residential treatment center, Baer was intrigued and fearful. Nichols and Sullivan (2016) described the importance of experiencing dissonance as a young teacher, encountering contexts outside your own. Venable (2005) highlighted a need to serve juvenile offenders through art and the impact such a partnership could make. It did not surprise Baer that Helton, an always empathetic and compassionate student, would be interested in an experience like this. However, Baer was concerned with how her quiet demeanor would play out in such an environment. Would she have trouble with classroom management? Would they listen to a young woman with little teaching experience? Would she appear confident enough for students to learn something from her? Could she attain similar outcomes to what Kisida and Bowen (2019) described with underserved populations (i.e., decrease in undesired behaviors and disciplinary infractions, increase in test scores, and compassion)? When Baer asked Helton why she was interested, she shared how she found a need and wanted to fill it. This article shares Helton's experience through narrative and offers an important perspective from a young, energetic voice in the field of art education. Helton's work serves as an example of how one can step up when a need is recognized and use personal strengths to benefit others.