Students who enter a creative arts therapy program without prior exposure to a patient population experience a complex developmental journey towards creating their own identities as art therapists. In this study, 21 graduate students were asked to draw how they saw their patients and how their patients saw them. The directive was repeated 3 times throughout the course of their graduate degree education. Participants completed a qualitative questionnaire that documented their decision to pursue an education in art therapy, their population of interest, how their perception of these two areas changed over time, and a postgraduation quantitative questionnaire. A within-group repeated measures ANOVA was conducted; results showed an increase in the importance of supervisory relationships, self-awareness, and professional identity. Stress levels also increased as students approached completion of the program. The article addresses how educators and site supervisors can enhance the professional identity development of future generations of art therapists. (Contains 3 tables and 3 figures.)