Disciplinary literacies in dance and drama are underrepresented in classrooms and in scholarship, especially at the elementary level. The purpose of this qualitative case study was to examine how preservice teachers constructed meaning of the disciplinary literacies in dance and drama. The theoretical framework guiding this study was drawn from social constructivism. Data was examined from three tenets: (a) learning from "others"; (b) learning through "dialogue"; and (c) learning by "doing". Data sources included observation notes, artifacts, and a focus group interview. A combination of conventional and directed content analysis tools coupled with writing as an analytical tool were applied to examine the data. Five findings emerged: the preservice teachers (a) utilized instructional practices to teach comprehension with the complex texts of dance or drama, (b) supported students who had academic knowledge gaps in dance or drama, (c) taught the academic vocabulary unique to dance or drama, (d) customized literacy strategies unique to dance or drama, and (e) included instructional spaces for the inquiry process. We assert that in socially constructed environments, preservice elementary teachers can realize disciplinary literacies in dance and drama. Moreover, the notion of embodied literacies emerged as one of the disciplinary literacies in dance and drama.