This study focused on a model of professional development designed to support and encourage arts educators to increase their understanding of student learning in the arts, broaden their knowledge of the Visual and Performing Arts Standards, build upon their repertoire of teaching methods and assessment strategies, and improve leadership skills. Data included 300 hours of observation, focus group and individual interviews, written responses to reflective prompts, unit plans, video and audio tapes, and samples of student work collected over a two year period. Findings indicated that working collaboratively, focusing on student learning, and identifying and planning curriculum around issues central to the discipline positively impacted teachers work. The issue of time constraints was consistently identified as a barrier to professional growth.