Several studies have described the characteristics and employment situations of teaching artists in the United States. This study adds to that literature by describing the characteristics of teaching artists working in K-12 school environments, the nature of the classroom roles of such teaching artists, the professional development and supervision they have received, and the sense of teacher efficacy expressed by such teaching artists. Based on a survey of a national sample of teaching artists working in school settings, the study provides support for prior findings that most teaching artists have been engaged in such activities for fifteen or more years, spend most of their classroom time demonstrating or teaching their craft, and also support the integration of arts into subject matter content. Teaching artists tend to have experiences across grade levels and in diverse school contexts. Teaching artists report a variety of experiences regarding professional development and mentoring. The majority of teaching artists report that they have been supervised and that they have received positive feedback from teachers, school administrators, and other teaching artists. Teaching artists report high levels of efficacy related to teaching. Implications of the study are also discussed.