This essay analyzes the street art project Stop Telling Women to Smile (STWTS) to argue that public art plays an essential, pedagogical role in enhancing literacy education and intercultural communication within our communities. Functioning as both a public pedagogy and community literacy, STWTS demonstrates the power of public art to address injustice and provoke community conversation. To conclude, the essay calls literacy educators to expand the sites of pedagogy to include the everyday literacies students encounter within local public spaces.