Over the past several decades, policymakers, researchers, and practitioners have placed an emphasis on inquiry-based science and mathematics instruction in elementary school. While inquiry-based science and mathematics instruction can support student learning and engagement, teacher preparation programmes have experienced challenges in preparing elementary teachers to use and maintain inquiry-based teaching practices. In this study, we describe how one teacher preparation programme in Canada partnered with a local elementary school to design a novel initiative that provided elementary preservice teachers with authentic opportunities to employ inquiry-based instructional practices for science and mathematics. Using a thematic approach, we explored 46 elementary preservice teachers' beliefs, emotions, and feelings about the initiative and its impact on their future careers as teachers. We found preservice teachers were enthusiastic about the initiative and believed it had a positive impact on their future as teachers. The findings suggest implications for programmatic design in elementary teacher preparation programmes.