This paper describes a program for implementing a formal visual arts program into the elementary curriculum in an attempt to increase the academic performance of elementary students. Third-grade students in a self-contained classroom in a small, rural community in central Illinois were the subjects of the study. The problem of a lack of visual art skills brought on by insufficient art instruction and implementation were documented by teacher observation, student performance, and instruction by untrained teachers. When surveyed, the faculty reported a feeling of inadequacy when teaching the visual arts because of a lack of knowledge, time constraints, cost factors, and inadequate facilities. Two major categories of intervention were the design and implementation of a formal visual arts program for elementary students conducted by a certified art instructor and the training of high school students as mentors for elementary students. Post intervention data indicated an increase in visual art skills, a transfer of art skills into other curriculum areas, and an increase in appropriate social skills of high school mentors. However, a noticeable increase in academic skills did not appear to occur. Twelve appendices contain the research questions and responses. (EH)