This research is primarily a phenomenological qualitative study of how art teachers who were trained in the approach continue to use Discipline-Based Art Education. The study assessed how the graduates of the formerly-DBAE-focused art education program at Florida State University currently use that paradigm as the focus of their art programs. The selected art teachers were interviewed, which was the primary research strategy for this study. The teachers who were interviewed were selected from the results of a survey that was the supporting strategy. During the twentieth century, art teacher preparation changed periodically to meet the challenges inherent in growth in the field (Day, 1997; Dobbs, 1992). It has been acknowledged that DBAE, or Discipline-Based Art Education, is a theoretical approach rather than a curriculum (Day, 1991). As a result, the DBAE approach has been revised and redesigned to suit teachers, resources, and school and classroom circumstances. By the beginning of the twenty first century discipline-based art education had become ingrained in art teacher preparation, but since that time, there has been a shift away from DBAE as the dominant art education paradigm being taught in teacher education programs in higher education. This is the case even though practicing teachers continue to use it as the dominant model. With that understanding, it would be of value to know how that approach is still utilized. Since the FSU Art Education Department revised its teacher education training program in the early years of the twenty first century, the Department’s approach to teaching art in schools has changed in response to the context in which students learn art and teachers teach it, to the globalization of information, to the relative ease with which one can access information about differing cultures and ideas, as well as to the changing nature of art (Anderson, 2006; Anderson & Milbrandt, 2005; Stokrocki, 2004). Currently within the North American art education community, there is no single approach to art education, although the tenets of DBAE remain foundational with branches growing in different directions as new notions of what should be included in art curricula emerge.