This qualitative inquiry examines preservice teachers' cases describing their reflective thinking, hopes, concerns, problems, and achievements as they address the complexities of devising and offering literacy-based arts lessons to students in two urban elementary schools. The researchers examined and categorized 203 teaching cases written by 8 groups of preservice teachers. Analysis revealed 11 major themes. Ten themes related to problematic issues, such as classroom teachers' apathy and disinterest during art lessons. A single theme highlighted the achievements and successes of preservice teachers as they recognizes the increased motivation and enthusiasm of disruptive or academically at-risk students when students became fully engaged in arts activities. Implications of the inquiry underscore the importance of providing preservice teachers with hands-on encounters with the arts and the potential dangers of reducing or eliminating the arts in elementary education. (Contains 1 table and 39 references.) (Author/SLD)