This case study investigates the factors that challenge and support preservice teachers' (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs' end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level.