Discipline Based Art Education (DBAE) is a method of teaching and learning Art that exposes leaners to four Art disciplines: criticism, aesthetics, art history and art production. Developing knowledge and skills in these four areas, helps students to accomplish in-depth comprehension of visual arts.  Thus, in order to understand Art, students must learn how art elements and principles of design are used to compose an artwork; ask key philosophical questions about Art; develop an understanding of how media, techniques and philosophies of Art have evolved over time and be exposed to a variety of media when learning Art production. It is in this context that the study examined the extent to which the Botswana Art curriculum addressed DBAE. The study further suggested activities teachers could engage learners to cater for the omitted disciplines. Content analysis was done on the existing syllabus and other policy documents that inform the curriculum to identify overlaps. The study also involved sixty-six level three Art specialists in-service student-teachers from the University of Botswana who worked in groups to share their Art teaching experiences in relation to DBAE. They later identified and categorised Art objectives according to DBAE disciplines.  When presenting their findings, students noted that the Art Curriculum did not refer to the DBAE disciplines. Nevertheless, they argued that words such as; ‘define’, ‘describe’, ‘discuss’ used in objectives, sought students to describe, analyse, interpret and judge artworks and hence covering the four components of ‘Art Criticism’ discipline. In addition, objectives which required learners to explore colour schemes were believed to can cover ‘Aesthetics’, the one seeking for explanation of Visual forms to can address ‘Art History’ and ‘Art Production’ to be covered by objectives such as; the one acquiring students to develop skills and techniques of creating shapes, forms and textures. Students concluded that Art Production and Art Criticism were effectively addressed during curriculum development compared to the other two disciplines.