The main goal of this study was to expand understanding of a Korean-American community's cultural identities through storytelling and artmaking, which was conceptualized as "Visual Storying" in this study. Ethnic minority students in the United States often experience confusion or conflict between American and their heritage cultures. This study sought to identify the experiences of a contemporary Korean-American community through learning and teaching Korean language, history, culture, and/or art. The conceptual framework of this study combined the three following research backgrounds: (1) critical multiculturalism; (2) narrative inquiry and arts-based research; and (3) community-based participatory action research. Understanding cultural identities of Korean-American students is a complex process that required multiple approaches. In order to examine social and political backgrounds as well as power relations of the students' multicultural settings, this study applied a theoretical framework of critical multiculturalism to the settings. In addition, narrative inquiry and arts-based research were used as basic means of this study. Both practices were effective ways to convey thoughts, emotions, and experiences in approachable ways, which revealed unknown stories of a Korean-American community in multicultural settings. Lastly, this study utilized a community-based participatory action research (CBPAR) approach. Exploring a cultural and social aspect required deep integrations and interactions with the community members to gain better understandings of the local context. Therefore, CBPAR was the main methodology in this study that explored the complexity of the Korean-American community's cultural understandings through deep engagement in their local community. The Korean-American Community School of Central Ohio (KACSCO)'s students participated in this study via two classes, "Advanced" and "Art & Craft" classes. In the "Advanced" class, the students learned Korean language, history, and culture while in the "Art & Craft" class, they created visual images working with peers. Key school events and classroom activities were documented through participant observation with audio recordings, field notes, and photo documentation. Additional formal interviews were conducted with KACSCO's parents and teachers, and informal interviews were held with students. Students' written and visual works were collected, copied, and analyzed as main data. This study supported the Korean-American community members' desire to teach/learn their cultural perspectives and express their feelings of being different while participating in collaborative learning and artmaking. It also opened conversations about unique experiences of a minority population, and brought out cultural aspects of a Korean-American community in the United States. Sharing stories and creating visual images with Korean-American students provided us with a better understanding of our multicultural society and a space for the youth to challenge notions of cultural differences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]