This report describes a program for increasing students' learning in mathematics and science through the integration of visual art. The targeted population consisted of 30 fourth grade students from a middle class neighborhood located in a large suburban Midwestern city. The problem for the intervention was documented in math and science report card grades from the previous year and in the math scores taken from the standardized ISAT. Pre- and posttest assessment will be administered to measure growth. Analysis of probable cause data revealed three probable causes that contributed to the need to improve learning in mathematics and science. Theses causes stem from the lack of teacher cooperation across curricular subjects, and lack of student motivation, which can be attributed to not identifying individual learning styles, talents, and abilities of the student. These causes consist of: (1) lack of academic value placed on visual art instruction, (2) pressure to achieve and maintain higher standardized test scores in core curriculum areas, and (3) the lack of identification and use of multiple talents and skills. These causes allow students to fall behind. Because the literature review of solutions cited these reasons for lack of integration of visual art into science and mathematics curriculums: misalignment and lack of integration of curriculum, lack of variety in teaching methods, and the failure to use alternative assessment methods, the researcher focused on the solution of integration of these subjects with a variety of teaching methods and the use of alternative assessments. During the intervention of visual art integrated into science and mathematics, data was collected from journal writing and portfolio assessments as well as artwork progress. At the end of the research intervention period, a posttest was administered to measure growth. Final achievement was assessed by the comparison of the pre- and posttest to determine growth of student learning with this intervention. Intervention data indicated a substantial increase was gained in each subject area. Students' knowledge of the concepts taught increased 72% in mathematics, 90% in science, and 68% in art. (Contains 27 references.) (Author)