This study was designed to understand the potential for gained Executive Functioning through an Art Education learning environment by students whom experience a Specific Learning Disability at the High School Level. The author actualizes a limited case study of three students to understand if students whom experience Specific Learning Disabilities are gain Executive Functioning in Art Class. LDA America states that almost all students with Specific Learning Disabilities have an Executive Functioning Deficiency (LDA America, 2017). The resulting information from this case study may be successful in determining that not only some Specific Learning Disabilities are a non-static in their diagnosis, but also that Art Class has existed as a type of interventional therapy for Students with Specific Learning Disabilities all along. Per Harvard's Center for The Developing Child (Center on the Developing Child, 2017), "Children are not born with these skills, they are born with the potential to develop them." This study will attempt to surmise how, if any, Executive Functioning skills are developed for students with Specific Learning Disabilities, under an Art Education Specialist's prevue.