Trying to develop new perspectives of teaching is never easy, but trying to cultivate ownership and initiative among teacher education students is a still greater aspiration that is infrequently realized. This article addresses each of these highly valued goals for teacher educators as a case study reveals the impact of involving teacher candidates in interdisciplinary focused, constructivist and reflective models and planning for teaching, and then student teaching, which reaffirms this approach. Most significant is the phenomenon of several teacher candidates continuing their development and study of innovative drama play projects with their classes after the semester finishes. The resulting transformations in professional identity development, self-efficacy and student-teacher relationships confirm the value of the teacher education model which has developed over a decade of practice (Lyublinskaya & Kerekes, 2009). Appended to this document is "The Magic Carpet Play." (Contains 5 figures.)