On a recent trip to a local art museum with a group of undergraduate teacher candidates, the author was impressed by the presentation made by the group facilitator. She showed the teacher candidates a slide of a painting found in the gallery and asked the students to take a few minutes to examine it and be prepared to share what they found particularly notable. During the discussion, students shared descriptions of the painting (observations), what they thought might be going on (inferences), and what would happen as a result (prediction). Afterwards, the author was quite surprised to learn that the facilitator felt as though she was adept at providing both language arts and social studies connections to the art in the museum, but was at a loss for connections between art and science and math! With this in mind, the author began to think about how she might use works of art to introduce science process skills in her undergraduate science and mathematics methods course. After considering some of the ideas she had, the author prepared a presentation not unlike the one she had seen but with a focus on science process skills as they relate to examining art. Although she conducted this lesson with preservice teacher candidates, it would be equally useful in any science classroom with students of any age.