The purpose of this study was to determine if the sequential method of teaching art skills (Brookes, 1986) could improve the success of intermediate grade school art students. Students were required to draw pictures of still life. A between groups pre-posttest crossover design was used to compare and evaluate the quality of perspective drawings before and after training. The results indicated significant improvement in the drawing skills of elementary students after they had been taught with the sequential method of teaching perspective. When the control group was later instructed in the sequential method of teaching, their scores also significantly improved. The applicability of the outcomes and the importance of measuring the clinical significance in art instruction were discussed.