This research study examines the practical, personal, and intuitive knowledge that elementary fine arts teachers employ in their classrooms and how that knowledge is transmitted in the profession. Chapter 1 reviews the assumptions about elementary arts teachers. Chapter 2 reviews the literature on personal knowledge with emphasis given to Michael Polanyi's notion of personal knowledge that links aesthetic thinking, action, and learning, while chapter 3 discusses previous research on the practical knowledge of teachers. The exploration of intuition in fine arts teachers is the focus of chapter 4, while chapter 5 discusses previous research methodologies and the methodologies for this study. Chapters 6 and 7 contain data gathered from the teacher interviews. The study's summary is contained in chapter 8. Findings indicate that fine arts teachers are highly dedicated and committed to arts education and employ intuition with practical knowledge in classrooms. The appendices include: (1) a sample letter written to the school board directors; (2) the interviewer's guide; (3) a sample of raw data; (4) a sample of data analyzing imagery and metaphor; (5) suggestions for the dissemination of the research material; and (6) a proposed video script, "Spontaneity and Structure: A Case Study of an Arts Teacher's Practical Knowledge." An bibliography of 153 references is included. (DJC)