This article describes practices to cultivate preservice art teachers' critical racial consciousness rooted in critical race theory (CRT) and educational research. The examples in this article build on the unique position and responsibility of art educators to leverage visual culture's expansive power to generate dialectical classroom practice and commitment to a justice-centered curriculum. The course module combines three assignments that explicitly address the goal of raising and expanding our critical racial consciousness as a lifelong goal, following the analysis advanced in education research: (1) the objectives of each module assignment make explicit learning expectations of critical consciousness; (2) the three learning activities provide opportunities to reflect on one's beliefs and privileges, how one's knowledge or lack of knowledge is shaped, and to recognize power structures; and (3) the activities guide students to translate conceptual antiracist, multicultural education into preK-12 curriculum and instructional possibilities. One learning module is not exhaustive and cannot accomplish the full transformation of critical racial consciousness, a complete reversal of anti-Blackness, or a thorough infusion of visual culture art education. However, every lesson counts, and everyday matters in our collective work to take responsibility for our uniquely powerful position as art educators.