In recent years, arts education has become a focus of some school improvement efforts, with consistent evidence emerging that vibrant arts programs can improve factors commonly listed as goals in school improvement plans, including engagement, attendance, and school climate. Such models mainly make use of arts integration, an approach that marries content in traditionally tested subjects with artistic processes. The purpose of this study was to investigate the implementation and understanding of an arts-focused school improvement model, the national Turnaround Arts program. Through a multiple case study design, we interviewed stakeholders and analyzed policy documents from the Kennedy Center in Washington D.C. and in two school districts in the United States. Findings suggested that the program was implemented through a flexible framework. Stakeholders understood the program as aligning arts integration strategies with school improvement goals, which ensured program sustainability. Turnaround Arts primarily exists as a collection of strategies and resources for classroom teachers, facilitated by strategic planning, a commitment of resources, and professional development.