The purpose of this study was to understand how fine art teachers viewed the quality of their programs within public school settings. The purpose was to also learn how funding can potentially affect the quality of a fine arts program from the stories of public high school fine arts educators. Goodson's theory of educational change was used to explain teachers' happiness and job satisfaction with their programs, thanks to the levels of support and funding, and how that can affect the quality of their fine arts programs. Moreover, the themes drawn from this study included: (a) administrative support, (b) proper funding, frustrations, and (c) levels of uncertainty. The findings illustrated how proper support and funding can affect the quality of a program and a teacher's satisfaction. The conclusion of this study suggested proper funding can help teachers provide higher learning opportunities for their students, which they could not do on a limited budget. The conclusion also suggested a teachers' level of support can change their perceptions of their programs. Ultimately, this study is significant because it offered evidence that properly funding extracurricular programs at the high school level allowed dedicated teachers the ability to provide higher-quality learning experiences for their students. The implications for future research included how better funding and support can have a significant impact on teachers. [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.]