Artists who also work as educators often face a challenging tension between their roles. This tension is not only due to the time and energy demands of each occupation, but also relates to their professional identity (Beijaard et al. in Teaching and Teacher Education, 20:107–128, 2004; Fitzgerald in Nursing Forum 55:447–472, 2020). Art is often seen as a domain of self-fulfillment, while educating pupils is viewed as a means of making a living. Scholars have recognized the potential problems associated with this dual practice and have proposed working models for professional and personal development (Thornton in International Journal of Art & Design Education 24:166–174, 2005; Adams in International Journal of Art & Design Education 22(2); Atkinson and Claxton in The Intuitive Practitioner. Open University Press, Buckingham, 2003; Eisner in The enlightened eye: Qualitative inquiry and the enhancement of educational practice. MacMillan Publishing Co, 1991; Schön in Educating the Reflective Practitioner. Jossey-Bass Press, 1987). In particular, A/R/Tography is a theoretical framework that offers a potential solution to bridge the gap between art as a professional practice and art education. A/R/Tography is a research methodology that integrates artistic and pedagogical practices, recognizing the interrelated roles of being an artist, researcher and teacher (Sinner et al. 2006, Springgay et al. in Qualitative Inquiry, 2005). A/R/Tography practitioners typically produce a written thesis report that reflects and influences the artistic and pedagogical practice; in this report, the researcher employs images and words (“A/R/T”—and “Graphy”) as research tools in tandem to explore a topic that bridges their artistic and art-educational interests. Over the course of a decade of mentoring artist-teachers in the Art-Based Research Track of the Graduate Studies at Oranim Academic College of Education, we have developed a singular model for designing A/R/Tography-based research projects. Here, we discuss this model in relation to its academic context and the needs of our target audience. Along with the theoretical framing of the proposed research design, this paper provides practical tools to help educators and artists develop their professional skills and personal identity. This research model offers a way for educators and artists to integrate their roles and cultivate their creative, scholarly, and pedagogical practices in a mutually enriching way.