In 1941 and 1944, two women arrived as art students at the progressive and experimental Black Mountain College in North Carolina. There, under the college’s mission, experienced a progressive education model influenced by John Dewey. As they moved to serving as instructors, however, their treatment began to change. This thesis analyzes their experiences at Black Mountain College in the 1940s using the women’s interviews conducted by researchers. Considering the more conservative societal and cultural atmosphere of the time, it studies how these influences found their way into the art department despite the college’s overall resistance toward traditional ideals.