Perception plays a central role in the visual arts in the higher education context. In this chapter, perception is looked at from the following three angles: (1) perceiving art, (2) developing perceptual skills, and (3) lecturers’ perceptual skills in teaching. Creating artwork is a challenging endeavour for art students at the beginning of their higher education journey. Learning to perceive details and translate what is perceived into two- or three-dimensional artworks is highly complex. The support of lecturers seems essential, as they must perceive and diagnose students’ problems to provide appropriate support to help students advance in their accomplishments. By observing a beginners’ course, an advanced course, and a tutorial in the artistic subdiscipline of sculpture at a university, the authors explored the perception- and skill-related problems faced by students, lecturer perception and feedback, and the contents and structure of the courses. The observations showed that perception differs between beginners and advanced visual arts students. Students needed lecturer feedback and content regarding form-finding to identify inconsistencies in their artworks and material properties.