This article raises questions about the breadth and depth of content-area expertise in initial licensure programs for art teachers, K-12. An analysis of some of the promises made in the name of art education suggests that art teachers need a high level of expertise and deep understanding of art in order to deliver on these promises. To consider the odds of teacher preparation reflecting that depth, a study of art teacher preparation in the state of Maryland is used as an example of what may be the case in that state and may also reflect preparation elsewhere. Course requirements in the content area of art for all of Maryland's state-approved and nationally accredited programs for undergraduate and graduate certification are reported. The article concludes by posing ten questions to institutions of higher education, national accreditation agencies, and national leadership concerned with policy in art education. (Contains 4 tables and 1 note.)