The teachers seemed unaccustomed to focusing on specific lesson components while observing actual art teaching. Little knowledge gained from the study's educational interventions was transferred to the observation of actual teaching. Reflective teaching practices and the use of information from art critics and historians are not often-used knowledge-seeking strategies of these teachers. Teachers indicated learning the most from listening to the interview with the veteran art teacher. The high degree of influence of experienced teachers' instructional practices on beginning teachers was a main finding in this study.