Dissertation. this study was to examine and analyze reports of 24 former elementary students (presently in junior high) and their parents regarding the impact of the arts integrated curriculum delivery they experienced. This public elementary school, in a Midwestern city of 95,000, is close to museums/galleries, concert halls, two private colleges, and university music/art departments. The 'Expressive Arts School Model' incorporates: (a) creative language arts writing and literature program, (b) additional time scheduled for art and music integration classes and teacher collaboration, (c) enrichment classes in the arts before/after school, and (d) artists-in-residence program and museum/concert field studies. Instructional goals implement critical thinking skills, multiple intelligences, transmediation, and recognition of students' unique cultural and individual backgrounds. Ethnographic interviews, field notes, prolonged classroom observation, and artifacts collection, provided multiple methods of data collection as triangulation strategy for analysis/confirmation of findings. Findings were: (a) the motivational power of arts, (b) fostering creativity and appreciation, (c) use of multiple intelligences, (d) use of critical thinking skills, (e) use of transmediation, (f) connective/affective/emotive power of arts, and (g) extended influence of cultural diversity in the arts integrated school program. Due to a lack of teacher, student, and parent responses on the impact of arts integrated school programs in progress for a decade or more, the positive and lasting impact reported by these participants will provide valuable information to guide educational leaders, policy makers, schools, and communities seeking to renew and/or construct successful arts integrated curriculum.