In this arts-based inquiry, we studied how 50 teacher candidates at seven after-school program sites used the arts, along with traditional written reflections, to examine their teaching beliefs and represent their field experiences. Data were collected throughout the 6-week course semester and analyzed using a three-stage process of thematic coding. Resonant themes included teacher candidates reflecting through multiple layers of complexity on teacher identity (assumptions and beliefs), knowing students, and embedding differentiation in practice. Implications, including the need for pre-service teachers to have differentiated opportunities for assessment and expression, are addressed.