This study will explore the experiences and perspectives of teacher effectiveness from those directly involved in arts intensive education at an arts magnet school in the Midwest to gain a deeper understanding of their experience. Russian psychologist Lev Vygotsky's social construction theory will serve as the theoretical framework for investigating the different stakeholders' perceptions of effective teaching at the arts intensive setting. A purposeful sampling technique was utilized to recruit a total of 29 participants. Ten students participated in one of two semi-structured focus group interview sessions, five parents in another, six teachers in a fourth session, six instructional leaders in a fifth session, and two non-instructional staff members in the final session. Focus group interview recordings were transcribed and reviewed for accuracy twice with the original recordings. A detailed line-by-line initial open coding strategy in Software Dedoose was used to develop coding categories and themes. By intertwining the study's findings with the leadership concepts, the dissertation not only contributes to the theoretical understanding of effective teaching but also offers practical implications for educational leaders. The insights gathered can guide leaders in nurturing an environment that challenges conventional practices and aligns with the transformative nature of arts-intensive education. Consequently, the study's outcomes can serve as a valuable resource for both arts-intensive schools and education policymakers seeking to elevate teacher effectiveness in specialized educational settings. [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.]