Introduction: Given the steady increase in the number of aging adults in our society, postsecondary institutions face the urgent challenge of preparing a considerable number of new social work and social service professionals to work competently with an aging population in a variety of community and healthcare settings. In Ontario, social workers and social service workers are governed by the same regulatory body, the Ontario College of Social Workers and Social Service Workers. Both will be expected to meet the increasing gaps in service delivery and supports for older adults. Related challenges include to carefully defining the role of gerontological social workers/social service workers, mobilizing strategies to engage students, and advancing their interest in gerontological practice, while increasing community capacity building. However, current research has barely begun to explore the extent to which ageist views of older adults and social stereotypes may contribute to a lack of interest in students to enter this much needed field of practice. The purpose of this study is to explore social work and social service work students’ attitudes toward older adults and aging in the course of their field learning in gerontological settings. Methods: We used an arts-based research methodology to document the development of two artistic tapestries of twenty undergraduate students completing their field practicums in gerontological social service agencies, and long term care settings. Additionally, participants completed a qualitative survey to capture personal and social attitudes toward older adults and aging, including social myths and stereotypes that could reinforce ageism. Findings: Video recordings capturing the development of the tapestries, over several weeks, revealed how the group process helped participants challenge negative perspectives of older adults, while allowing the creative process to tap into positive personal and professional experiences highlighting the strengths of older adults. We also report results from two focus groups conducted following the completion of the tapestries. Students reflected on their experiences following the development of the tapestries, the fun and effectiveness of the methodology in revealing their perspectives and beliefs toward older adults and lessons learned. As well as what surprised them about their understanding of older adults and the aging process, and how the knowledge gained can be applied to make them better practitioners in servicing an aging population. This research is supported by funding from the Faculty of Arts, Humanities and Social Sciences (FAHSS), University of Windsor, Windsor, Ontario.