The authors share how art educators can adapt teaching to young people’s creative practices within and beyond the classroom. Recognizing young creators as both independent learners and desiring mentorship, the authors explore the integration of digital practices in art teaching through insights provided by participants in our Digital Visual Network Learning study. Highlighted is the importance of creating inclusive, adaptive learning environments prioritizing student voice. From the analysis, the authors suggest educators adapt their teaching strategies to individual ways of learning, enacting patience, balancing structure with creative freedom, ensuring subject knowledge before teaching, and fostering peer-supported learning networks. Grounded in student-centered methodologies, the authors aim to articulate how art teachers can participate fully and proactively in the creative lives of young people.