This study was designed to explore the differences between high school teachers with art and science backgrounds in terms of curriculum and student performance in art and design education, federal educational policy, and financial support. The study took place in a local independent school district in Texarkana, Texas. The independent school district was established in 1877. It contains about a fifty-five square mile area. The independent school district includes an elementary school, an intermediate school, a middle school, and a high school. The independent school district provides both art education and normal education in the school curriculum. A descriptive research approach and a one-way analysis of variance (ANOVA) were used in this study to analyze teacher perceptions. Dependent variables of this study included teacher perceptions on curriculum, students' performance, and policy and support. Independent variables were the teachers who are high school teachers with art and design experience or high school teachers with math and science experience. The result of this study indicated that no statistically significant (p >0.05) difference exists between high school teachers with an art and science background in terms of curriculum, students' performance, policy, and support perception. Nearly all high school teachers with art experience, teachers with science experience, and teachers with both art and science experience had similar educational perception on curriculum, students' performance, policy, and support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]