This booklet explores the advantages and drawbacks in the employment of artists as teachers at all educational levels. Until recently, arts professionals did not want to hinder their creative work by confining themselves to the place and time of a school situation. Schools generally sought to hire those who wanted education as a career. In 1969 the National Endowment for the Arts and the U.S. Office of Education (USOE) jointly sponsored the Artist-In-Schools Program. Participants were not required to teach, but to show students how artists act as creators in different media. Other USOE grants brought artists into the schools and placed a heavy emphasis on preparing the schools for the artists by requiring briefing workshops. Such programs have not been trouble-free. Placement of artists in the schools as teachers can create simple procedural problems or more complex administrative problems. Teachers may feel threatened by the differences in artists' temperament and educational perspectives. Western School for the Arts in Washington, D.C. illustrates the problems of a school specifically created for professional artist-teachers. These include financial limitations, administrative indifferences, hasty planning, and conflicts among various participants. A successful program requires an artist who has a critical sense, can analyze an artistic work, and can communicate skills to children. An intuitive artist may not always be able to discuss the reasons behind a creative action. (Author/MR)