There once was a time when art teachers flocked to university campuses in the summer to advance their education and learn new art teaching methods in hopes of becoming better teachers in succeeding semesters. This was in the days when progressive teachers, principals, and legislators recognized the value of advanced education and rewarded teachers for their efforts with larger salaries and career ladder advancement (Stout, 2002). Today, some art educators find little incentive for graduate study beyond the bachelor's degree because of the increased use of inservice workshops for academic advancement and the lack of financial reward. Based on a survey of 473 graduate students, the authors of this article have identified several intrinsic and extrinsic factors that influenced the completion of graduate education in art education. Personal motivation, interest, support, funding, and time were the major factors that contributed to the completion of a graduate degree. In the following article, the authors develop these themes and also review some of the less important factors that respondents from 16 of the top art education schools in the country identified as problems in graduate art education. They present this article to enhance the knowledge of those who may be thinking about advanced schooling in art education. Their intent is to inform and encourage students to pursue advanced studies in visual arts education at the master and doctorate levels and to help teachers consider the various goals and purposes of graduate art education. (Contains 2 footnotes.)