A qualitative study was conducted interviewing eleven teachers and artists about their classroom experiences during artist residencies in participating schools. A conversation, from the vantage point of the teacher and artist, was created in both a narrative and a video product revealing the confines and collaborations present during artist residencies. The study found that teachers and artists talked about art education and residencies around six central themes: benefits of professional artists in the classroom, the kinds of attributes present in a quality art education, the nature of the activities engaging students during art making, the ways artists and residencies extend the goal of life long learning, teachers and artists working together successfully, and lastly, what kinds of students seemingly benefit the most from artist residencies. The interviews and video taped commentary flesh out these themes intertwining them into a video product which cuts back and forth between participants' voices and narrative thematic sections. The study identified the importance of partnerships and school support for artist residencies to be successful. Each participant revealed how beneficial artist residencies are for students' learning. There were also strong implications regarding professional development for teachers and artists working together in the classroom and learning from one another. Artists in residency projects should continue to be implemented into schools. Over half the schools in this inquiry had either created a residency which will sustain itself through students at the summation of the residency, where students will become teachers to younger grades, or the school is working to integrate arts into all their classrooms. Appended are: (1) Guiding Questions; and (2) Comment Page and Member Check. (Contains 2 figures.)