Given the necessary attention required to ensure that every K-12 learner has access to quality Visual and Performing Arts (VAPA), equally important is the assurance that their teachers are effectively prepared to provide excellent art education experiences. Unfortunately, the literature indicates that many are unprepared in this area (Oreck, 2004; Trent; 2002)). Thus, a three-part statewide study using a macro (survey), meso (interview), and micro (document) lens to examine the role of the visual and performing arts in California was conducted. Findings indicate that arts education experiences increase candidate confidence and understanding of varied learning approaches. However, inconsistent requirements among approved programs within institutions of higher learning contribute to a lack of cohesion in art preparation throughout the state.