In this thesis, I use self-study as a method to examine my role and identity as an artist planning, teaching, and reflecting upon an art activity in two classes of a public elementary school.  The question I seek to answer is: How do I, as an experienced oil painter with very little teaching experience, bridge the gap between my current inner identity as a fine artist and the identity I need to assume to become an art educator in an elementary school classroom?  To carry out this qualitative self-study research, I gathered data through journals, self-interviews, and analytic memos which I then analysed and coded using grounded theory.  Interviews with experienced artist-teachers, conducted after completing the data collection, provided a solid analytical framework in support of my data analysis.  Through the process and challenges of data analysis, I discovered the value of following my instincts when I teach and the importance of consciously adopting a student-centered pedagogy in the classroom.