The main purpose of this study was to understand the common attitudes and behaviours of teachers in Taiwan with regard to the implementation of arts infused curricula, as well as the individual problems these teachers encounter. From these results, we extracted reference data for the benefit of schools and policymakers in promoting arts infused curricula. The model of receptivity theory and the interrelated factors of influence shown therein were particularly useful in interpreting the attitudes and behaviours of teachers with regard to arts infused education. Teacher receptivity theory is usually applied to measure the relationships between the implementation of a new curriculum and the attitudes/viewpoints of teachers with regard to the new curriculum. With the aid of teacher receptivity theory, this study explored the difficulties and obstacles faced by teachers when implementing arts infused curricula, as well as the attitudes, behavioural intentions and considerations of these teachers. The methodology of this study included both a review of the literature and in‐depth interviews. Using the interview data, this research compiled 16 key factors of consideration for teachers with regard to arts infused curricula. These factors influence the attitudes and behaviour of teachers in relation to these curricula.