The purpose of this qualitative study was to identify what resources were necessary to maintain the identities of both artist and art teacher and to understand how the identities of artist and art teacher informed each other. This study consisted of semi-structured interviews with five artist teachers who teach in various contexts (elementary, high school, community college, private liberal arts, and nonprofit). A three cycle qualitative coding method was used to analyze the artist teachers’ interviews. This study found that the resources of community, students, institution, money, creative energy, and time interact in dynamic ways to support artist teachers’ ability to thrive in both identities. Additionally, the identities of artist and art teacher were found to sustain each other. In conclusion, when artist teachers access the resources required for both their identities to thrive, they can give their students a better art education and experience greater personal and professional fulfillment.