The purpose of this study was to assess the feasibility of using art stations in elementary classrooms and to explore strategies for the design of such stations. A range of materials for art learning stations was produced according to specific criteria. The study was conducted over a one-year period in many classrooms within one school district. Most classrooms were self-contained and the teachers were generalists. Implementation of art station activities, teacher support service, station monitoring, and teacher evaluation of the art station experience were phased into the classrooms. It was found that the station approach to elementary art activities had several positive and negative outcomes. On the positive side, it was found that classroom orderliness was not significantly upset when art stations were being used. On the negative side, written directions included with each art activity were difficult for students with low level reading skills. This disadvantage was partially overcome by giving directions via simple diagrams, establishing wordless stations which used charts to give procedural instructions, or having a teacher introduce the unit. It was concluded that an art station approach can improve classroom management, curriculum, and instruction under certain conditions. Copies of some of the art station activities and a teacher qustionnaire with tabulations are appended. (Author/RH)