Most museum education research has focused on examining collaborative partnerships between artists and schoolteachers or artists and museum educators, in schools or art museums. This research investigates the collaborative partnership among artists, museum educators, and schoolteachers within the context of art museum education. Using the Double Diamond design process, two workshops were conducted to facilitate participants in discovering and defining problems in museum education and codeveloping a new conceptual framework for an art class. Analysis of workshop data revealed four key themes. The results indicate that increased collaboration with artists can facilitate a gradual shift for schoolteachers and museum educators from routine teaching practices to more flexible teaching pedagogies. Additionally, this collaboration enhances the professional development of schoolteachers and museum educators in art. Reciprocally, artists can seek inspiration by engaging with students, museum educators, and schoolteachers.