The purpose of this study was to understand the impact site principles have on student engagement in the classroom through a sitewide art integration program with the outcome of increased knowledge in content areas. Researching the use of a sitewide art integration program at a Midwest high school, case study methodology was applied to administrator and teacher interviews using annual state test scores to triangulate for authenticity and impact. Six themes were identified from the interviews to have an impact on student engagement and increased content knowledge due to the art initiative. Those six themes were gathering teacher buy-in, the role of the administration, lack of enthusiasm, the impact of A Plus professional development, enhanced school climate and culture, the faculty demonstrated growth through A Plus, and student outcomes.

The results of the study indicated that principals do impact student engagement in the classroom with the outcome of deeper knowledge of content matter. Four areas for future research developed based on study findings. Because the faculty at the school of study was all white, a study with a diverse faculty and school would add to the literature of principal leadership affecting student engagement in the classroom. Future study is necessary to examine how an intentional leadership theory can have a greater or lesser impact on a sitewide art initiative with an outcome of increased student engagement and deeper learning of content matter. A disconnect was uncovered between the teachers’ perception of the climate of the school and the administrators’ perception of the climate of the school related to the art initiative; therefore, further study could clarify this dissonance. Finally, students who had excellent ability on the end of year state tests had a lower performance outcome after the art initiative. This could be due to some teachers’ lack of enthusiasm for the art initiative. Thus, additional research is warranted.