In this article, I examine collage in pre-service teacher education as an arts-based theory and practice to interrogate knowledge in the classroom; how it gets generated, by whom, and to what end. I consider how historical legacies of collage that revolutionized modern art by shifting focus away from technique and mastery toward concept, process, and critique of the status quo, can shed light on literacy practices in K-12 and teacher education. Through practitioner inquiry and feminist arts-based frameworks, I examine collage-making and sharing in response to a shared picturebook in a children's literature course. I argue that collage staked claim to an accessible framework and participation structure that disrupted typical linear ways of engaging with story and offered a malleable, material-discursive model for inquiry, process, and concept. To make the argument, I explore how collage re-framed knowledge generation in relational terms that relied upon uncertainty, multiplicity, and an interplay of individual and collective engagement, reclaiming literature as an aesthetic activity and positioning teachers as aesthetic and emergent subjects. I consider implications for how pre-service teachers learn to think about knowledge in the process of becoming a teacher.