The document discusses a study to describe, analyze, and interpret the cultural climate of an elementary school in Texas which has a special fine arts program. Cultural climate is defined as the atmosphere that surrounds an arts program as defined by comments and actions of school administrators, art teachers, classroom teachers, students, parents, and the larger society. The researcher used ethnographic techniques of educational anthropology. Data were collected by repeated observation of two art and two music classes; observation of school programs and events; interviews with teachers, administrators, parents, and students; and informal observation in special area meetings. Two sketches of fine arts classes and a summary of conversations and data collection are provided. Comments concern the difficulty in setting up the artists-in-the-schools program, pay scale, preparation for programs, problems with increased enrollment, support from parents, and a recent bond issue for music and drama facilities. Findings indicate that most teachers and parents perceive the arts as having value for children; most classroom teachers are inadequately prepared to teach the arts; and most teachers feel they don't need to add arts instruction to their presently crowded curriculum. Curricular issues focus on integrating the arts with the social studies, the relationship between thinking about and creating art and music, and coordination between academic and fine arts teachers. (KC)