The purpose of this paper is to demonstrate the virtuosity of art educators in the age of information. Significant numbers of art educators have been setting up and working within information-rich environments for decades; indeed it is their traditional experience within their subject area. Their understanding and skills with multiple resources and information formats can provide needed leadership within the educational community. This paper presents the final outcomes of a PhD research study, which was undertaken in Queensland secondary schools over five years. The design of the research falls within a constructivist paradigm using grounded theory methodology; the analysis was supported by computer software (NUD*IST 4). Recurring dimensions in the use of instructional resources across seven case studies formed the basis of the theoretical model that was developed. The study determined the inter-relationship between factors used in decision-making, the variation in the complexity of decisions and the relative saliency in the belief structure of the teachers. Overall, it represents a provisional definition of effective practice.