In 2004, the National Center for Education Statistics (NCES) released evidence that points to arts and music teachers possibly being greatest at risk for leaving their current teaching positions. In classifying teachers as stayers, movers, or leavers, the NCES found arts and music teachers to be the highest of all assignment areas of teachers who left a current teaching position for another position (that is, movers), and a tight fourth place behind teachers of math, social studies, and special education for teachers who left the profession entirely (that is, leavers). In addition, the research literature points to a profession that has a history of burnout, job dissatisfaction, and teacher attrition. Local school districts throughout the country are searching for solutions to the teacher shortage, however, most of these solutions focus on the recruitment of teachers to replace those who leave. These solutions range from signing bonuses and low-interest home mortgage loans for new teachers to alternative and emergency teacher licensing programs. Although attracting more recruits to the profession through alternative licensing programs might be successful in providing more preservice teachers, it does not address in-service teacher work satisfaction or issues centered on trying to keep veteran teachers in the field. This article provides a clearer understanding at what may be at the heart of work satisfaction issues for arts teachers, specifically and perhaps uniquely, and the implications for educational policy, preservice arts teacher education, and professional development for in-service arts teachers. (Contains 31 notes.)