In this study, the author seeks to determine the training, preparation, and confidence of secondary art teachers in working with their high-ability visual artists (HAVAs). HAVAs are identified as students who exhibit behaviors or produce artworks that display a visual artistic aptitude considered well above average for their peer group. The objective of the research is to determine whether or not students with high abilities in the visual arts are likely to have their needs met by art teachers who have sufficient training and experience. The author conducts a mixed methods research study in two phases to collect both broad and individualized perspectives from secondary art educators. The author finds that each of those interviewed felt as though their ability to work effectively with HAVAs was almost entirely a result of their own, self-directed efforts to develop professionally. Many respondents to the study cited personal, rather than professional, experience as the primary means by which they meet the needs of a subpopulation of students. This suggests that there is an extraordinary deficit of training in both preservice and in-service professional development. The author finds that in order to provide an appropriate education for all students, the field of art education must acknowledge the needs and existence of HAVAs. Gifted education leaders should also widely acknowledge the arts as an area of giftedness. Collaborating directly with fellow special education teachers could serve to inform schools and communities that high-ability education is simply one of the many types of specialized education.