This mixed-methods study of visual art educators teaching in urban public school systems in Tennessee was designed to explore common conditions, experiences, and attitudes related to art teacher efficacy. The study examined relationships between aspects of teacher efficacy and voluntary participation in professional development. Common conditions impacting teacher efficacy were related to workload, instructional space, instructional time, budget, and perceived value. Relationships were found that linked frequency of professional development with years of service, membership in content-specific professional organizations, and the perceived value of parents and administrators related to the art program. Four identifiers emerge as foundational in establishing a definition of quality for visual art programs and the improvement of art teacher participation in professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]