This article reports on the implementation and outcomes of a visual art pilot program undertaken at Connell State School in creative partnership with a research team from Griffith University's School of Education and Professional Studies. Employing a framework of the four lenses developed by Seidel et al. (2009)--(learning, pedagogy, community dynamics and environment), this article investigates the notion of excellence as understood by decision makers associated with the pilot program's design and implementation. The overarching implications arising from this project transcend the nature and ability of "art making" in and of itself to "produce" excellence in the young. Instead it sends a strong message to the decision makers involved in future creative partnership projects to ensure a clear alignment of understanding between the program's purposes and understood visions of excellence that drive programmatic decisions and ultimately the success of the partnership and program.