Although strong arguments espousing the accolades of arts involvement are evident, the visual and performing arts continue to be underfunded and underused in K-12 schooling and teacher preparation. Valiant efforts from arts advocates have made inroads to reverse this negative trend, yet policies and practices that reflect a commitment to "arts for all" are minimal. To ensure that the intrinsic and extrinsic values of the arts are placed at the forefront of development of our future citizens, it is time to shift the current paradigm by positioning arts-integrated learning within all teacher education programs. Therefore, this review of the literature will address the role of arts-integrated learning in teacher education and the impact arts-integrated learning will have on teacher education policy and practice.