This article presents a preservice art teacher training project completed in the fall of 2021 as part of an elementary practicum course. The project was designed to focus on cultivating resilience in elementary school students, especially those from economically disadvantaged situations, who may have accrued increased learning loss during the previous year of virtual instruction. By engaging in site-specific, qualitative research prior to their practicum placements, nine preservice art teachers learned to design units of study based on the interests and needs of each school community. Here the authors provide an overview of the project with contextual information about the practicum sites and the preparation and implementation process. A thematic discussion of the observations is intertwined with the preservice teachers' reflections on their teaching and learning experiences.