Social reconstructionist art education is rooted in such critical terrains as feminism, multiculturalism, critical visual culture, issues-based education, activism, counternarrative, and institutional critique. One goal of social reconstructionist art education is to investigate prejudices or biases in visual culture with the ultimate goal of reconstructing a just and democratic society. This educational approach enables art students to develop critical thinking when examining important social issues, encouraging them to engage in a meaningful discourse in the community. Such an educational approach is based upon the assumption that individuals can fulfill their goals and potentials in society regardless of their age, race, ethnicity, culture, religion, and gender. Exploring the issue of homelessness aligns with social reconstructionist art education in that the latter emphasizes fostering students’ empathy and sense of agency, helping them understand relevant issues of homelessness in order to support this socially marginalized group. In this article, we first reviewed activist art and social reconstructionist art education. We then introduced socially engaged art by Heather G. Stoltz and showed how Stoltz’s work could help elementary students (in grades 4th-6th) to explore the issue of homelessness. Through a series of classroom activities introduced here, we found that most students understand challenges faced by the homeless people as they developed empathy as human agency by making art objects for homeless people and representing them in inspirational notes. Recommendations for further implementation of art lessons on homelessness were provided too.