This study interrogated public art as a social practice and its interface with art education. The central axis of public art is its dialogical engagement in the context of human relations and the development of critical consciousness. Interviews were conducted with five internationally renowned artists with regard to their practice and understanding of public art, its role in the national economy, and engagement with art in the school. Primary and secondary school art curricula were analyzed to determine the extent to which the curricula embraced public art and the pedagogies involved in its delivery. Results indicate that there is significant practice and appreciation of public art in Zimbabwe, which is imbedded in the curriculum at the two educational levels. However, instructional strategies alienate practicing artists from participating significantly in the learning programs. A pedagogical niche that teachers and artists in Zimbabwe and similar educational contexts can explore is suggested.