Despite being relatively widespread, Waldorf pedagogy remains a controversial topic within the discourse on education, mostly due to the specificity of its pedagogical approach and the very philosophy that stands behind it. One of such specificities is art education, which permeates the entirety of Waldorf schools’ work. Therefore, the primary goal of this thesis is to describe and convey the role and significance of art in Waldorf schools and its educational application within the framework of the everyday classroom, to analyze how Waldorf teachers help its realization, and to gain a deeper insight into eurythmy as the backbone of art education in Waldorf schools. The appropriate group of Waldorf teachers was questioned using a semistructured interview about their perspectives on the specificities of Waldorf pedagogy, the role of art in Waldorf schools, their views on their own pedagogical work, and the advantages of art education. The results suggest a multi-faceted application of art in pedagogical work, from the most obvious one, which, through an individualized approach and a wide spectrum of creative activities, molds the teaching into a process of experiential learning that relies on interdisciplinarity; to the implicit one, which presumes the transformative potential of the artistic process, thus contributing to the development of aesthetic sensibility, self-reflection and emotional intelligence.