Mixed methodology was used in the formative evaluation of an integrated Arts-in-Education program during the first year of a 3-year program involving four schools and three grade levels (grades 2, 6, and 10). A quantitative/qualitative survey instrument was administered to approximately 400 students to help assess the success of the program. Surveys were analyzed by coding all questions (quantitative and qualitative) into descriptive variables. New variables were formed during the analysis process, resulting in enriched outcomes and greater understandings. Strong student support and enthusiasm for the program, strong and positive evidence of integration of the arts curriculum content at all grade levels, and strong evidence of the curriculum's span of multiple intelligences and multiple learning areas were found. Implications for year two of the program and its evaluation are discussed. An appendix summarizes information about learning standards, multiple intelligences, and learning areas. (Contains 17 references.) (Author/SLD)