Preservice elementary teachers' identities and beliefs related to children's creativity and artistry shape current and future elementary students' opportunities. As preservice elementary teachers forge new professional identities, they can engage in critical self-reflection to interrogate their identities and beliefs related to creativity and artistry, improving their understanding of the discourses they enact so they can better serve their students. This mixed methods case study explores how preservice elementary teachers enrolled at a private university in the northeastern United States talked and wrote about their identities and beliefs related to children's creativity and artistry. Findings have implications for preservice elementary teachers, teacher educators, and elementary school curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]