A descriptive study surveyed the visual arts opportunities for gifted and talented elementary students in Indiana. Surveys completed by 109 art teachers revealed demographic information as well as data on teacher certification and education. Among results were that 65% had written curricula for their regular art class, and 5% had written curricula for gifted classes; 39% offered additional opportunities for the visually gifted art students; lack of programs were attributed to scheduling, time, and funding problems; nomination was the most frequently used identification method; and 65% reported they did not feel it was elitist to select visually gifted art students over average students. Seven conclusions were drawn, including the finding that school size and location had no significant bearing on program availability, and that the criticism of Indiana's gifted art programs as a "wasteland" was unfounded. Among appendixes are detailed comments by respondents to individual survey items. (CL)