Abstract: A research study on the arts teacher’s paradigm for arts competition of secondary level in Northeastern region is a qualitative research with purposes to study the history of arts competition of secondary level in Northeastern Thailand as well as to study the arts teacher’s paradigms for arts competition of secondary education in Northeastern Thailand. For research methodology, target group used in the study and data collection consist of arts teachers in a group of schools in the Northeast. The sampling group is composed of the following: key informants, consisting of art scholars, freelance artists and arts judges; casual informants, consisting of 12 teachers who won special awarded from the arts competition in visual arts of secondary education in the Northeastern region as well as those people involved-secondary school students, school directors, parents, sponsor, art institutes and private sectors. Research tools include a field survey, structured interview as well as unstructured interview, participant observation and non-participant observation as well as group discussion. Data analysis is conducted by document study as well as field data collected from surveys, observation, interviews, group discussion collected from note taking and transcription of recorded audio. Collected data is classified, categorized and summarized, according to the studied issues and then the data is analyzed within a theoretical framework and create theoretical conclusions. The study findings indicated that the Northeastern arts competition is a result of those art institutes in the public and private sectors-institutes of arts competition under the Office of the Basic Education Commission, Ministry of Education, institutes of arts competition under the Office of the Higher Education Commission. It also includes the private sectors, companies in the Northeast that organize drawing competition for the visual arts at the secondary level. The drawing contest of each institute has variations in the arts competition with varying degrees and variations as it deems appropriate. For the arts teacher’s paradigms for secondary level arts competition in the Northeastern region, the findings indicated that arts teacher’s paradigm consists of concepts, values, perceptions and practice. Concepts of an arts teacher consists of; teaching activities through the camp process, promoting contest activities; promoting children’s specialty in visual art and technology applied to art teaching and applying online lessons. Arts teacher’s values include; giving opportunity to the children having a love for art, inspiration from teachers and art teaching experience. Perceptions of arts teachers includes; maturity of the children, individual differences, art principles. Practice of the arts teachers consists of; teaching by demonstration; teaching the basics of art; teaching with work processes; paradigm of 12 art teachers for arts competition in Northeastern. All the four paradigms must rely on the key elements-change, adaptation, application and reformation.