This study examines the impact of teacher decision making upon implementing an integrated arts curriculum. Qualitative research methods, including interviews, lesson plan document analysis, and teacher discussion of student artwork comprise the research data from eight elementary classroom teachers. This study is designed to add to the descriptive data on teacher perceptions, especially with regard to their professional autonomy, and ultimately, the decisions within their sphere of influence--the classroom arts curriculum. The implications of this study reveal insight into teacher decision making. The research provides knowledge that contributes to professional development initiatives, acquisition of instructional and curricular resources, and student achievement. Ultimately, this knowledge will assist policy makers, administrators, the public, and teachers themselves, in understanding the enigma surrounding how and why teachers decide on their students' instructional course. Every stakeholder in the educational community benefits from a deeper understanding of a teacher's role in curricular design and implementation. What commands teachers' attention when making their instructional decisions? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]