Policy analysts often concern themselves with understanding the messiness of implementation. Scholar Milbrey McLaughlin urged scholars to follow the "policy footprint" approach, and this article introduces this concept's application in studying arts education policy implementation. Specifically, I explore several important questions. First, when arts education cuts occur or a long-time deficiency in school-based arts education is present, what is the impact on local communities and how does each respond? Second, how do local responses help to demonstrate the interplay between micro-level implementation and macro-level policies? To illustrate the policy footprint approach, I first offer an example from Lansing, Michigan. Then, I introduce this special issue's other articles, noting the ways in which they can be compared and contrasted with the situation in Lansing. Finally, I discuss some important policy analysis considerations for the reader.