This qualitative research study investigates the benefits gained and developed by arts teachers after attending an Arts education programme at the Wits School of Education in South Africa. The literature review argues that both private and public benefits are elicited but highlights the vast increase in private benefits with public spillover gained from engagement in the Arts (McCarthy et al, 2004). The research also highlights the fact that good quality Arts education is vital in creating educational opportunities for the acquisition of these benefits and that teachers have certain roles and responsibilities to play in order to facilitate the transfer of these benefits. The information developed from interviews (six teachers) and journals formed the basis of the findings. These findings show how teachers benefited both personally and professionally. Privately, in positively changing their outlook on life, an acceptance of self and in the ability to reflect and professionally, in the improved level of their pedagogy in relation to relationships, assessment and teaching methodologies. The contribution of this research is to present an understanding of how benefits can affect individuals on a private level and can then have public spill-over and spiral into the public sphere.