The problem to be addressed by this study is to discover the effectiveness of early art education exposure in reaching student academic and social achievement through the eyes of early childhood educators. The concept of art integration has experienced many theoretical changes in relation to educating children in early education. It has been documented that early exposure to art education is one of the key components that link student academic and social achievement. The literature gap does not include early childhood teachers' perceptions on the value of art integration. This study aimed to understand early educators' perception of early art integration exposure leading to student academic and social achievement. The theoretical framework known as cultural-historical activity was a concept based on Lev Vygotsky, as he suggests that learning occurs and is excelled through the art of collaboration. The qualitative methodology and single case study design were chosen for this study. Art integration was viewed from teachers' perspective within one elementary school, which focuses on arts integration located in the Southeastern part of the United States. Personal interviews and various classroom observations were conducted with 13 teachers. Five themes developed through analyzing data and they were (a) benefits, (b) social growth, (c) collaboration, (d) seek tangible resources, as well as (e) training and support. All 13 teacher participants agreed that early art integration exposure supported student academic achievement and social skills. It is my goal that the gathered knowledge from this study can be transferred into an arts integration artifact to be used as a guiding tool for teacher education programs. [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.]