This study explores the role and significance of popular culture in lower secondary art education. Using a qualitative approach, semi-structured interviews were conducted with three art teachers to examine their views on popular culture, its use in teaching practice, and its influence on students’ image-making. The findings show that popular culture is primarily understood as a source of inspiration and motivation rather than explicit teaching content, closely connected to students’ everyday visual cultures and social media. From a social constructivist perspective, the study suggests that popular culture can function as both a resource and a challenge in art education, depending on how it is addressed pedagogically.