Teaching artists know that there are many more students who could benefit from learning in and through the arts, but school budgets as well as teaching artists' time and energy are limited. As years pass, teaching artists face the reality that they will reach only a fraction of the students in need. To extend their impact dramatically, some teaching artists turn their attention to teachers; teaching artists recognize that teachers can also be an important force in the delivery of arts education to students. Teaching artists also recognize they can have a wider impact if they can help teachers include the arts in their own teaching. Teaching artists have found that teachers are particularly interested in, and enthusiastic about, the arts as instructional strategies that actively involve students in learning another area of the curriculum as well as learning about the art form. When teaching artists transfer a small part of what they know and do to teachers in professional development workshops/courses, teachers often come to see the power of the arts to actively engage and motivate students in learning while addressing multiple intelligences and diverse learning styles. Teachers also experience the arts as worthy areas of study that can be learned by all students--not just the "talented." To lead professional development workshops for teachers, it is necessary for teaching artists to be highly experienced in leading effective arts-integrated student residencies. Their experience teaching students in the classroom is the foundation for the professional development they will offer to teachers. This article describes a model for teaching artists professional learning from the John F. Kennedy Center for the Performing Arts, in Washington, DC. (Contains 1 endnote.)