In schools across the United States, an increasingly familiar sight is that of professional artists coming together with students and teachers for the purpose of learning in and through the arts. Musicians, dancers, visual artists, actors, storytellers, and others are finding exciting new professional opportunities as more and more schools are discovering the arts as an important means of enhancing their curricula and lighting the fires of enthusiasm for learning in their students. With the expanded educational role that has blossomed for artists over the past several decades comes increased demands, as teaching artists are being asked to align their artistry with the academic curriculum and with standards, to become knowledgeable about student assessment and child development, and to participate in professional development for themselves and the teachers with whom they collaborate. This article describes the efforts of one performing arts organization to (1) examine the total classroom dynamic as teaching artists interact with students in the arts-integrated classroom, and (2) to provide arts educators and administrators with a viable classroom observation instrument for documenting the quantity and quality of that interaction.