The author has been a theater artist in Chicago and Elgin public schools for over 10 years, and for the last four she has been leading professional development workshops for teaching artists and classroom teachers both in the United States and abroad. Teachers all over the world have asked her the same questions: "How do you get new teachers excited about working with you?" and "Can you do theater that's different from writing and rehearsing a play?" and "What do you think makes for a successful unit?" The author has found that the answer to all these questions lies simply in the definitions of the words "process" and "product", and their direct correlation to inquiry. But the act of defining them was not simple, and it was only the pursuit of what teaching artist Deb Diehl--quoted in "Renaissance in the Classroom" (Burnaford, Aprill, and Weiss)--calls "the elegant fit" between art and learning in the classroom that led the author to discover the importance of those definitions. In this article, the author describes her journey toward elegance in arts integration which she hopes will resonate with other teachers and artists who seek to improve their practice. She argues for a redefinition of process/product as a key step toward deeper learning through work in the arts.