This research analyzes the attitudes of teachers, children, and parents toward artwork in Israeli kindergartens and the role this attitude plays in the reproduction theory of social status. This micro-ethnographic field research was carried out in two kindergartens. The teacher and the majority of parents of Kindergarten A concurred with the authoritative approach to art, focusing on standardization, which defines the teacher's role as evaluator, demonstrator, and conveyer of proper working habits and techniques. The teacher and parents of Kindergarten B concurred with the creative approach, focusing on self-expression, originality, imagination, and curiosity, and on the individual, encouraging and advising at child's request. Both approaches are reflected in the children's interviews, if in somewhat different balance. In the socialization and acculturation process, the educational system succeeded in creating a set of values that were shared by parents, children, and educators, according to the children's specific social status. The acquiescence of all concerned on how to impart artwork activities reinforces the existing social structure. This research is unique in its examination of the social aspect of artwork done in kindergartens, in light of the fact that the educational literature regards artwork as individualistic in nature, and fostering personal expression. (Contains 6 tables.)