This hip-hop art education project aims to implement a hip-hop art curriculum at a homeless youth center in Houston, Texas, to examine how the hip-hop art curriculum can inspire and engage homeless youth in their racial-justice awareness, and to explore how the hip-hop can be integrated into an art curriculum to develop youth’s 21st century learning and innovation skills with a view to critical thinking, creativity, communication, and collaboration. Nowadays, extensive researches have been conducted to understand education in the public schools. However, much less is known about the learning of homeless youth who is among the most voiceless in the class. The hip-hop pedagogy, an influential cultural power to empower youth, informs all aspects of educational practice, especially in the interest of youth who find themselves caught by the issues of racial, social, cultural, and economic justice. This study took a phenomenological approach to address the underlying structure of perceptions, reflections, and experiences of the project participants. Data were collected from a combination of interviews, a focus group, and the classroom observation. At least for three themes were laid bare: the teacher’s perceptions, homeless youths’ reflections, and instructional value. The findings indicated the hip-hop art curriculum can build opportunities for homeless youth to develop their critical voices in a free space for artistic creativity, which exerted a huge impact on homeless youth.