In this article, I outline the conceptual framework, methodologies, and findings of a qualitative study I designed to gain a better understanding of how K-12 Latina art teachers experience and navigate issues of racism and oppression in art classrooms. This study is a response to the efforts made by women art educators and scholars of color to challenge the exclusionary practices of knowledge production in art education. Building on this foundation, this study employed concepts and methods that have not yet been explored in the field of art education, such as Chicana feminist epistemology and pláticas. These approaches were used to confront injustices within art education and to acknowledge Latinas as valuable contributors to knowledge production in this field.