In order to "offer a first class educational experience and become the system of choice for all families the school system," challenged individual schools within the district to select and implement innovative educational theme based programs, coupled with the framework of Georgia Performance Standards (GPS), to increase the quality of teaching and learning experiences for the students and teachers. The target school selected an integrated arts program in efforts to increase student achievement. The purpose of this mixed study was to examine the impact that the integrated arts program had on fifth grade student achievement in mathematics. Research findings support that arts integration allows for the expression and utilization of multiple intelligences with activities and materials that evoke this potential. CRCT mathematics and quarterly Benchmark test scores, pre and post the implementation of the arts integration program of fifth grade students were used to quantitatively evaluate program outcomes related to student achievement. These findings were compared to qualitative data collected utilizing a researcher generated survey on teacher perceptions of student mathematics achievement. Although the study was limited by the small student sample and even smaller teacher sample, the findings showed a statistical difference in pre and post integration scores as well as teacher practices. The results of teacher surveys indicate the need for further professional development in order to assist teachers in effectively integrating the arts in order to continue to increase student achievement. [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.]