A public school district in southeast South Carolina implemented a new arts-based initiative due to the surge in demand for mental health services for students following the pandemic. With more students in the research site requiring intensive mental health support during the 2021-2022 academic year, compared to the 2016-2017 school year, the district is expanding its student mental health efforts to encompass a variety of arts-based initiatives to try to alleviate such concerns. The purpose of this basic qualitative study was to explore K-12 teachers' experiences implementing arts-based initiatives and the resources they need when implementing arts-based initiatives in the local research site. Rogers' diffusion of innovations and Bandura's self-efficacy theories provided the conceptual framework for this study. In this basic qualitative study, semi-structured interviews were conducted with 8 teachers within the local research site who were actively employed within the district and were implementing the new arts-based initiative. I conducted a reflexive thematic analysis of the data using pattern coding. The findings identified 5 themes: (1) time and funds inhibit teachers from successful implementation, (2) lack of effective resources for implementation, (3) collaboration as a resource, (4) teacher qualities to overcome complex implementation, and (5) the need for consistent professional development and support. The implications for social change, based on the results of this study and the proposed project, include empowering educators with the tools and resources to create more inclusive and equitable learning environments by leveraging innovative pedagogical strategies. [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.]