In the spring of 2003, three Atlanta area high school art teachers implemented constructivist lessons to see how students would accept responsibility for their own learning and peer-teaching situations. Each teacher selected at least one class in which to implement a variety of constructivist strategies. The teachers then selected a goal in their district art curriculum that required students to develop skills in a specific artistic area. Brooke Richards selected collage; Janet Felts chose video; and Neda Abghari decided on printmaking. Led by these teachers, students generated their own lesson objectives and evaluation criteria. All of the teachers planned both small and large cooperative group activities within each lesson. Although admitting that the planning and preparation for these lessons is not easy, Richards, Felts, and Abghari say they will continue to develop constructivist lessons. It was learned that each learning-community or classroom has its own dynamic, and teachers need to select practices that they believe are most beneficial for each group of students. These teachers facilitated a framework with components similar to those suggested by Dever and Hobbs (2000) in which students actively engage, investigate, share, and assess their own performance. Using this model, students successfully integrated inquiry learning with skill development.