The problem of this study was to determine which of a list of forty-seven art competencies designed by the North Carolina Department of Public Instruction for K-12 art specialists were most essential for early childhood and intermediate elementary classroom teachers. Four-point Likert-type scaled instruments were designed and sent to three types of North Carolina educators: (a) 200 elementary classroom teachers, stratified into two equal subgroups of early childhood and intermediate teachers; (b) 100 K-12 art specialists; and (c) all art teacher educators employed at colleges and universities with state approved programs in art education. These subjects were asked to respond to the relevance of each competency for the elementary classroom teacher.