This paper presents a story constellation about a beginning teacher (who is also the principal) located in a one-teacher school in an isolated community in Queensland, Australia. The constellation documents the teacher's self-efficacy for teaching the arts (music, dance, drama, visual arts and media). Tabitha, the participant, shares insights about teaching the arts in a rural school and the influence of the curriculum, community and policy that she encounters on a daily basis. The paper also probes those beliefs and values associated with rural stereotypes, teaching the arts and current support structures. Key findings emerge for policy makers, teaching administrators and teacher educators about the complexities of teaching the arts in rural Queensland. (Contains 3 footnotes.)