University students in teacher education (N = 249) responded to survey items on their self-concepts in four domains of creative arts and on 12 different skill-specific areas in the curriculum. Confirmatory factor analysis found that students distinguished well the music, visual art, dance, and drama self-concepts and the 12 skill-specific self-concepts, supporting the multidimensionality of self-concepts. Domain-specific self-concepts could be represented by a higher order creative arts factor and could also represent the skill-specific self-concepts, supporting the hierarchical relations of the skill-specific and domain-specific self-concepts. Whereas the findings provide strong support for the multidimensional nature of self-concept, there is also support for a hierarchical relation of the multiple dimensions at multiple levels of the self-concept hierarchy in the specific curriculum domain of creative arts. Copyright © 2001 John Wiley & Sons, Inc.