Traditionally, art has been viewed as a "frill." Many schools find themselves without an art specialist or with limited access to art teachers due to budget cuts. As a consequence, the responsibility of art instruction falls on the classroom teacher. A positive attitude toward art and toward its educational value is a first major step in securing a proper place for art in the daily curriculum. This study was designed to determine elementary classroom teachers' attitudes toward art and to determine if there was a discrepancy between the teachers' reported attitudes and the time actually spent on art in the classroom. A survey was distributed to the 31 teachers in an elementary school that had limited access to an art teachers. Twenty-five surveys were returned yielding an 80.6% return rate. Overall, attitudes toward art and toward its educational value in three areas of educational significance--individual, societal, and instructional--were found to be extremely positive. While some discrepancy was noted between teachers' essentially positive attitudes toward art and the amount of time spent on art in the classroom, this may be due to other factors that are unrelated to teachers' attitudes. Teachers' reported attitudes and efforts to include art in the classroom clearly indicated that they do not view art as a "frill." (Author)