Although the curriculum drives an educational program and is essential to students’ learning, minimal research documents the impact of whiteness in the curriculum development process for Black women K–12 art educators. This narrative inquiry aimed to explore how Black women who teach art in elementary and secondary school feel about their curriculum. For many educators, the school district provides their curriculum without input or knowledge of the students’ cultural backgrounds. The promotion of whiteness deters a diverse and inclusive learning environment. Through a Black feminist perspective, I critically expose, analyze, and identify Black women K–12 art educator's curricular experiences. In their narratives, I reveal the reality of how race influences who writes the curriculum and who is the target audience of learners. I interviewed 21 Black women who expressed their lived experience as K–12 art educators. Based on the findings of this study, the participants identify their challenges to create a diversified curriculum that mirrors the students in their classroom. The study encourages administrators, curriculum developers, and the field of art education to address the influence of race and gender on Black women's experiences.

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