Mathematics teachers have been documented as thinking of precision as a black-and-white issue that should be judged based on external expectations (Otten et al., 2019), suggesting that matters of precision align primarily with approaches to mathematics instruction that prioritize accuracy and speed. How can teachers who also value creativity and individual empowerment support students in attending to precision in a way that feels personally meaningful? In this article, the authors explain one teacher's approach to making precision more student-centered in a series of lessons that integrated two topics that formed a novel, rich landscape for considering precision: geometric constructions and Islamic geometric art. Incorporating an art form was an avenue for heightening the visual aspect of the lessons and opened the potential for new kinds of learning and teaching that might not be considered in a mathematics-only context.