Art educators are adept at using images to communicate and spark dialogues. But what happens when the conversations that are needed in classrooms concern topics that are intentionally silenced or repeated so often that contradictions become invisible? The dilemma of visibility is central when talking to students about Whiteness, which White people are trained not to see. How can educators use images to cut through centuries of systemic erasures to help students see and critique White supremacy? The author took up this dilemma in the visual arts section of an art integration course for a diverse group of preservice teachers. Using dual assignments involving art criticism and creation, the author prompted students to recognize Whiteness and power through images, and to respond by producing their own counterstories.