This study investigated the narratives and racial experiences of Black women K-12 art educators navigating the White field of art education. Drawing from a Black feminist outsider-within positionality framework, their shared stories reveal how Black women art educators are unprivileged insiders within their schools and outsiders to a social system that privileges White people as the dominant group in art education. Outsider-within positionality is foundational in providing a platform for revealing the exclusion of Black women's identities in White spaces. A Black feminist approach to narrative inquiry is a crucial methodology in identifying why Black women matter in art education. Their interviews expose the experiences of racist obstacles that hinder their progress as art educators. As a result, approaches to implementing gender equity with antiracist strategies are presented for an inclusive and safe environment for Black women art educators and create a critical dialogue in art education at large.