An arts curriculum director of an urban, Pre-K-12 school district north of Boston, Massachusetts researched literature about feelings of connectedness and professional learning among itinerant, art teachers. The study employed a framework of communities of practice for itinerant art teachers. The strands found across the literature were the state of art education, connectedness of itinerant art teachers, and professional learning. Communities of practice were suggested as well as building intellectual capital from a collaboration perspective of employees in and out of school districts. In this narrative study, the itinerant art teachers described their unique situations of working in situations of isolation without designated classrooms and lacking communications associated with it. Some recommendations made were to innovate teacher communication through professional engagement in and out of school settings; also, built-in was the possibility of applying the virtual community and community partnerships. [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.]