In this study, I examined the impacts of peer interactions on tween-aged students’ representations of themselves through self-portraits. Using social interaction theory (Turner, 1988), I implemented an action research study in the Fall of 2021. Two classes of fifth-grade students worked over four weeks to create self-portraits. I observed students' interactions with peers, collected audio recordings, and completed self-portraits. For two additional weeks, I conducted interviews with students. My findings concerning the impacts of peer interaction on students’ self-portraits show that students prefer to represent themselves in a way that is positively received by peers rather than focusing on accurately depicting themselves. In addition, factors including the influence of consumerism/ social media and students’ conceptions of beauty, particularly perceptions of ideal skin color, influenced students’ self-portraits. The findings of this study offer insight into the necessity of a multicultural curriculum within the art classroom and reaffirmation of students’ cultural and familial backgrounds.