The purpose of this study was to evaluate the effectiveness of the Kennedy Center's Changing Education Through the Arts (CETA) arts integration professional development course for arts specialists. Guiding questions included: (a) What specific beliefs and attitudes of CETA music teachers were influenced by the CETA professional development course for arts specialists? (b) What specific behaviors of CETA music teachers were influenced by the CETA professional development course for arts specialists? (c) Did the CETA professional development course for arts specialists achieve its goal of encouraging arts specialists as leaders? Results of the study included more specific influences on the belief and attitudes of the participant who was new to CETA over the veteran participant. This result confirmed the need for differentiation in professional development found in the research-based framework for successful school-wide implementation of an arts integration program. Results of the study for both participants were two-fold. Both participants believed that participation in the CETA arts specialists course provided them with the opportunity to learn new things that they could use in their classrooms and share with their colleagues. And both participants displayed leadership behaviors. A consideration of subjective norms and centrally held beliefs was used to explain engagement in behaviors when beliefs and attitudes did not align with behaviors. Music teachers, and especially itinerant music teachers, face unique obstacles. Professional development in teacher leadership must include helping teachers discover creative ways to overcome their feelings of isolation and the obstacles that they will face daily. [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.]