This article questions the significance of art teacher as moral support for reconsidering the often taken-for-granted roles of students and teachers in art education settings. This theme arose in a qualitative case study conducted in a community-based Saturday Art School program at a Midwestern university campus. In this article, the author shares their research methodology and the theoretical framework, followed by the context in which "art teacher as moral support" emerged and evolved in The Dreaming Art Studio. The author then addresses what it means to be a "good" teacher through the lens of art teacher as moral support and discuss the implications for reimagining art educators' preparation and next practices.