The incorporation of the arts as an academic subject in the high school distance education delivery method is being reinvented as something new. Most of the current research is focused on college courses. Online high school curricula are most often placed in research studies as an afterthought. Perceptions of faculty members from high schools with traditional instructional delivery models as well as public online schools concerning online education as it relates to the arts in 5 different areas was the focus of this research; mentor, delivery method, satisfaction, student learning, and curriculum. Examining the perceptions of teachers gives a blueprint for future learning regarding course design to meet the unique online delivery method. Further, it reveals ways that curricula from areas of the curriculum traditionally perceived as difficult to teach in an online setting can be structured. The purpose of this quantitative study was to investigate the perceptions of high school faculty members of online instruction of visual arts compared to traditional face-to-face instruction regarding visual arts mentor, delivery method, satisfaction, student learning, and curriculum. Data collection techniques included the use of a survey with a 6-point Likert-type scale and collection of demographic information. Data were analyzed through a nonexperimental quantitative methodology further explained through 5 dimensions (mentor, delivery method, satisfaction, student learning, and curriculum). In faculty members age differences, gender, years of teaching, and subject area taught were investigated to see if there were any significant differences. The population included faculty members of online and traditional high schools in the southeastern United States. The following states were chosen for the study; Florida, Georgia, North Carolina, Tennessee, and Virginia. There were 490 participants in the online survey. This study revealed that there is statistical significance difference in several age groups and years worked in the delivery dimension. There is also statistical significance difference in the satisfaction and curriculum dimensions in the academic discipline grouping for fine arts. Curriculum dimension was also found to be significant in the online delivery method. The dimension of student learning was statistically significant in age groups. Findings also revealed that there was significance found in the mentor dimension in the delivery method of the traditional group. There was no significance difference found in gender with any of the dimensions.