The purpose of this study was to examine how the infusion of theatre arts into the language arts and social studies curricula in grades 4 and 5 impacted the cognitive and prosocial development of special populations, as well as the students' attitudes toward learning. An experimental/control group design was employed. Various instruments were used to gather the data necessary for this study. Three of these were surveys: a) student self-reflective survey; b) experimental group teacher survey; and 3) teacher assessment survey. Additional data was provided by the participating school district, including the 2007 NJ ASK Language Arts Scores and student suspension records. The results of the study are discussed. The author hopes that this research will help teachers to reignite their passion for the arts, while being able to provide even the most pessimistic of administrators with solid research to support an integrated approach to teaching content. She presents five most important lessons educators can learn from the Integrated Theatre Arts Program as they work to improve their own teaching and the experiences of their students. (Contains 3 online resources.)