Professional guidelines for English language arts call for the integration of multimodal literacy in the curriculum (National Council of Teachers of English, 2005). These guidelines are grounded in the belief that all meaning-making systems (e.g., visual, linguistic, spatial) are equally valuable. Each has unique potential that, when used together, expand and deepen meaning (Kress, 2003). They recognize that scholars in the fields of art and literacy agree that the Arts have a rightful place in classroom language arts instruction. Experiences with the Arts pique the imagination, hone observational skills, and encourage flexible and critical thinking (Duncum, 2010; Eisner, 2005; Greene, 2000). By looking closely at a work of art, noticing and expressing ideas orally or in writing, viewers return to look again with wider eyes, deeper thought, and heightened feelings. Learners bring these experiences to other creative ventures, such as writing (Philadelphia Museum of Art, 2012). Conversely, responding to visual media through language arts enhances children's appreciation and interpretation of art (Philadelphia Museum of Art, 2012). It is therefore essential to engage teachers-in- training in experiences that prepare them to provide opportunities for children to interact with art within language arts curricula, as well as to foster partnerships with art teachers and programs. This article first describes arts-related curricular engagements that were designed for preservice teachers in language arts classes. Next, an analysis of their responses to engagements with visual arts--and of ways they capitalized upon these experiences to create multimodal projects--is discussed. It concludes with implications for teacher education and professional development.