<p>In recent years, arts-based data visualization has been positioned as a vital avenue for expanding and diversifying youth and community engagement with statistical learning and data science. Despite the mounting positive student outcomes in the literature, few studies have examined STEAM professional development related to arts-based data visualization practices. Our previous pilot study examined science, mathematics, and arts teachers’ attitudes and understandings during their participation in a STEAM arts-based data visualization professional development summer institute. For this study, we investigated the extended effects of this program. We focused on the instructional elements of their arts-based data visualization curricula and the associated challenges, the impacts on student learning, and the associated challenges that occurred as teachers implemented data visualization curricula after the institute; and teacher perceptions of the opportunities and challenges as related to future teaching plans. Overall, we found teachers designed intradisciplinary, interdisciplinary, and transdisciplinary learning opportunities that incorporated elements of student choice; students’ levels of confidence toward their involvement with data visualization increased as a result of engaging in the learning opportunities; and teachers exhibited moderate to strong enthusiasm for data visualization. Key tensions involved time to support such curricula in a manner needed to communicate data-based ideas compellingly, and the inconsistent emphases on critical social and ecological data-based engagements. We conclude that STEAM professional development models foregrounding arts-based data visualization practices show promise for supporting teachers in initially introducing these practices and fostering opportunities for related student learning.</p>