The relationship between substantive arts involvement and social, cognitive, and artistic development is positive. Little is known about arts integrated within special education services to improve academic, cognitive, and social skills. We examined arts-based work and its impact on education of students with disabilities. During Study I, we conducted 34 focus groups and interviews in 16 states over two years. We then implemented a pilot project (Study II) to examine the efficacy of rubrics in measuring academic, cognitive, social, and artistic skill development. Results suggest that arts may assist students in demonstrating knowledge of academic areas. Moreover, teachers and artists cited examples of how the arts provided both access to learning and opportunities for students to express preferences and interests. (Contains 2 tables.)