In this paper, I share the results of this qualitative arts-based research study in the hopes of fostering dialogue among others. The two parallel lines of inquiry I returned to during that first year as an Assistant Professor were: 1) How could I support my students and together create a dialogic community that would foster a space and place for them to feel better equipped and empowered to enter into the practical and metaphorical conversation of teaching (Bakhtin, 1981), and 2) How could I find my way as an academic in this new geographic, physical, and relational territory where I, too felt uncertain and dislocated. As you will see, I turned to what I know best and what reassures me most—making art. Arts-based and theoretical research became one of the structures through which my preservice students and I reflected upon what we were experiencing, the relationship of teaching to art, and the connections of theory to practice. From those individual reflections we built a collective dialogue in the classroom.