The purpose of this article is to begin to articulate a model for collaborative arts integration curricula that honor the value of creative and critical thinking in the arts. It presents both challenges and possibilities in collaborations between arts and nonarts organizations and teachers by examining two collaborative programs: (1) A Theater Company and the Elementary School; and (2) Summer Enrichment for Gifted and Talented Students. The collaborative process and instructional outcomes of both programs supported the findings of other studies that have investigated the value of arts integration in schools for student learning and engagement but go on to show how the interrelationships between themes support the dynamic nature of curriculum development and implementation. While the organization's philosophy and goals did not change, but rather formed the heart of the curricular development process and instructional content, the teacher characteristics, relationships, and instructional content were each affected by each other. These findings from this study may be useful to organizations who hope to develop arts integration partnerships that connect learning in the arts and in other disciplines in meaningful and powerful ways. (Contains 1 figure and 19 notes.)