A naturalistic inquiry took place in a 7-week university-sponsored drawing-painting course for 9-12 year olds. Explored were the perceptions of the participants in an art curriculum, particularly those of the students and teacher in relation to program goals and parent views. Perceptions related to art, art processes, art products, self-perceptions about making/viewing art, and this particular art curriculum. The greatest continuity among perceptions was found among students, their parents, and the explicit goals stated by the program. The greatest discontinuity among perceptions was found to be between the program and teacher, the students and teacher, and the parents and teacher/program as actually articulated. Using Efland's conceptual framework regarding theoretical positions in art education, it was found that the teacher presented primarily a mimetic-behaviorist and objective-cognitive position, whereas the students, their parents, and the general program sought a more integrated, eclectic experience. Possible reasons for such discontinuity and implications for curriculum and teaching strategies are explored. (Author)