In the wake of the COVID-19 pandemic, as climate change issues intensify, gaps in arts education have been exposed, and arts educators are being challenged to develop more inclusive and sustainable practices. Since 2017, the South Korean government has focused on developing an inclusive arts education program, which is a goal shared by UNESCO’s Sustainable Development Agenda. However, there is a relative lack of research on the experience and needs of practicing arts educators as their roles are reshaped to foster greater inclusivity. In this chapter, I delineate the concept and tasks of inclusive arts education, and then present and analyze a case study of a Korean nonprofit arts education organization named the Chaeknuna Project. Through a literature review, participant observation, stakeholder interviews, and qualitative data analysis, I explore the present and future needs and perspectives of arts educators to gain insights into how their transitional roles are likely to develop going forward. My findings suggest that the growing inclusive arts education initiative is leading to a shift in arts educators’ values and perspectives, which is generally evaluated as leading to greater social awareness. However, creating a sustainably inclusive educational environment requires more work and time from professional educators and administrators, and thus, more financial support. This study is significant as it addresses both the benefits and ramifications of the application and development of sustainable and inclusive perspectives in arts education from the perspective of arts educators.