Art-based education has been gaining the attention of healthcare educators as a means of promoting empathy, observation, and mindfulness in healthcare practitioners. This paper discusses using art-based education to encourage transformative learning and social justice in healthcare education. Specifically, we explore how this approach can facilitate perspective transformation of graduate students' objective and subjective understanding of others' lived experiences and contexts in occupational therapy education. Through an autoethnographic approach, we illustrate how an art-based Civic Wellness Workshop can challenge students to seek out unknown perspectives and guide transformation through critical reflection guided by an art piece.