This study employs qualitative research to explore the current state of bilingual visual arts education in Taipei’s elementary schools. A field study and semi-structured interviews were conducted with bilingual visual arts teachers at a public elementary school in Taipei. The findings are as follows: 1. The bilingual visual arts curriculum is highly flexible, centered on visual arts with language serving as an added value. Challenges include the time-consuming nature of self-developed teaching materials and lesson preparation, requiring teachers to possess multiple skills and engage in continuous professional development. 2. Foreign teachers provide practical English contexts and act as cultural bridges within the classroom. In co-teaching scenarios, they play a supportive role; however, if there is a lack of collaborative synergy or insufficient professional competency on the part of the foreign teacher, the lead teacher bears a heavier workload. 3. The curriculum design and materials incorporate a diverse range of media and techniques. Teachers adjust the curriculum based on students’ learning progress, fostering a bilingual learning environment that integrates cultural elements. In summary, this study recommends that bilingual visual arts educators commit to long-term effort and continuous improvement, as professional competence takes time to develop. Policy-wise, a robust support system for bilingual teachers and the integration of teaching resources should be established. Additionally, concrete guidance and collaborative models for working with foreign teachers are necessary to promote the sustained development and growth of bilingual visual arts educators.
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