This article from the National Association for the Education of Young Children focuses on process art as a way for teachers to support preschool students’ self-expression, self and emotional development, and thinking skills. In contrast to product-focused art, which tends to be teacher-led, process art provides minimal teacher guidance and scaffolding by prioritizing student choice. This article gives an overview of process art, describes its social-emotional and cognitive benefits, and offers guidance to implementing process art in preschool settings. The article shares classroom vignettes, exploring how this approach helped support an English learner and a socially anxious student make meaningful connections and deepen their thinking. It also recommends that teachers ground process art in three guiding principles: intentionality in setting up process art areas, open-mindedness about children’s creativity, and useful documentation of the skills children are developing.