The purpose of the study was to gain insight on factors affecting elementary teachers' (a) beliefs about integrating the arts with content instruction and (b) their classroom practices. An cross-sectional survey design was used to collect data. The survey was administered to 164 elementary (K-5) teachers in seven school of a small suburban school system in southeastern United States. Eighty-one teachers completed the surveys for a response return rate of 49%. A previously tested questionnaire, Teaching with the Arts (Oreck, 2001) was used. The questionnaire included background information (demographics and experiences with the arts) as well as 31 items using a likert scale for responses. Data were analyzed using descriptive and inferential statistics. In addition, a factor analysis was conducted on the 31 likert scale items yielding four subscales: beliefs about the importance of the arts, beliefs about self-efficacy, beliefs about support for arts integration, and frequency of practicing arts integration. The results of the study indicated that the teachers (a) believed that the arts were important, (b) were ambivalent about their self-efficacy regarding arts integration as well as support for arts integration in their school, and (c) did not regularly integrate the arts with content instruction. There were statistically significant correlations between the four subscales. There were no statistically significant interactions between demographic variables and the four subscales. Eight themes emerged from responses to open-ended questions about motivation to integrate the arts. Recommendations for professional development, administrative support, teacher education, and further research are discussed.