As we approach the third decade of the 21st century, new ideas, new ways of life, and new methods of art education are all around us. Pedagogy is both changing and has already changed. Art educators are experiencing a high level of attention from other fields through science, technology, engineering, art, and math programs and the business world seeking profitable creative innovations. This commodification of creativity is the primary concern of this article, which seeks to provoke discussions within the field about opportunities and risks with entrepreneurship and the corporate world. In a time when many educators also work outside the classroom, connections with the business world can offer significant advantages. We will first look at the path of an art educator who has created a thriving business conducting artmaking events in local venues. Next, we will examine the corporate creative business model utilizing insights revealed at a recent panel discussion about creative entrepreneurship. The corporate world has moved past acquiring the products of creativity to commercializing the experience and atmosphere of "being creative". My goal is not to entrench in a singular position about these topics, but to pull back the curtain on the creative business model so that we can accurately view benefits, opportunities, and risks. Thus, this article concludes with a discussion of recent events of corruption and censorship that sent waves through the international art community and that have significant implications for artists and educators.