Despite the growing composition of historically minoritized culturally and linguistically diverse students in the United States, the field of art educators remains heavily saturated with monolingual, White teachers utilizing a Eurocentric curriculum with limited resources that highlight diverse learners. The cultural and linguistic discontinuity in addition to the possible lack of preparation in preservice programs and professional development might leave art teachers feeling underprepared to teach learners with a myriad of cultural and linguistic backgrounds. This study took place in a southeastern, suburban school district with one of the highest student diversity indexes in the United States. A sequential, explanatory, mixed-methods methodology involving an initial quantitative descriptive survey followed by qualitative phenomenological interview data uncovered a group of art teachers’ perceptions, experiences, and levels of preparedness for teaching historically minoritized culturally and linguistically diverse learners. Through a teacher belief framework lens, this study investigated perceptions, resources, classroom strategies, and pedagogical approaches that art educators have developed to feel adequate in their teaching, with the goal of producing professional development opportunities based on findings.