This study aimed to evaluate the quality of professional preparation for art teachers in Damascus, Syria. The researcher surveyed 83 art teachers using a 100-statement questionnaire developed based on the professional standards of the National Art Education Association. The questionnaire assessed five domains: content knowledge, knowledge of learners, teaching practices, assessment, and professional engagement. The results indicated that the teachers viewed the quality of their professional preparation as low. No significant differences were found based on gender or experience. The researcher recommends improvements to professional development programs to better prepare art teachers.