This thesis study focuses on the development of an innovative art course focused on alternative perspective taking, and on an initial evaluation of its feasibility. The primary research question this thesis explores is: Is it possible to create a teaching and learning environment that encourages alternative perspective taking in the visual arts and contributes to improving students’ attitudes and reducing prejudicial behaviors? This thesis focuses on: (a) an exploration of the process of developing a new visual arts course focused on alternative perspective taking; (b) initial reactions to the program from advisors, colleagues and students; and (c) challenges I encountered in the initial stages of implementation. The course design and its implementation have only been tested with a small group of twelve students. Thus, its generalizability to other student populations is, as yet, unknown. Initial findings for this study, however, confirm the need for such a course for the adolescent population. The students I worked with demonstrated that, if given the opportunity to voice their opinions through art while taking responsibility over the prejudicial nature of their school, they will rise to the occasion. The implications of this study suggest that a course such as this, could in other similar contexts, prove to be a worthwhile endeavor for any group of adolescents.