This study explores the intersection of arts-integration teacher development and organizational learning in schools. Four frames rooted in organizational learning theory--structural, political, symbolic, and human resource--consider the roles of organizational culture, leadership, and structure in school change efforts. Analyses explored variation across teachers (N = 21) at five U.S. middle schools. Results evaluated: (1) perceptions of the arts-integration reform; (2) the role of frames in generative organizational learning; (3) comparison of salience and emphasis of frames across cases; and (4) confrontation of frames to enhance organizational learning or detract from the uptake and sustainability of change efforts.