To mitigate educational challenges, K-8 students enrolled in the Migrant Education Program (MEP) at Fuerte School District spend the majority of their after-school class time in a Saturday Academy program completing required curricular tasks associated with structured research-based programs to strengthen reading, writing, mathematics, and science skills. The explicit emphasis on these curricular areas and scant resources available during the regular school program limits opportunities to experience the visual arts. As an arts educator, the author felt compelled to devise a solution that would support teachers and students in the Fuerte School District MEP by enhancing arts access and knowledge. This article describes a project and corresponding research to be presented as a model for arts educators working with preservice and practicing teachers. When asked about their reasons for participating in the program, most teachers indicated that they had little or no previous art training. Those that did were interested in learning more. Data collection consisted of classroom observation, reflective group dialogue, and one on one teacher interviews to examine participant perceptions of and experiences with arts-based learning. Semi-structured questions prompted participants to reflect on their experience with the project, its impact on their teaching. Findings from the collected data indicate the program had a positive influence on both teacher self-efficacy and enhanced student learning and communication.