Pre-service teachers often fixate on building their classroom management and lesson planning skills, but the job of teacher educators is to push them beyond the daily rituals and routines to consider deeper relationships of power and control at work in schooling. The arts can be a useful tool for making the covert ways power moves in curriculum and pedagogy visible for new teachers to identify and critique. I approach my work with pre-service teachers through arts integration to invite embodied and aesthetic ways of knowing and learning into the classroom and to help students visualize the hidden aspects of teaching. This article suggests three ways the arts can be used by pre-service educators, including aesthetic analysis, embodied exploration, and art making.