Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought: (1) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone; (2) interdisciplinary music and mathematics tasks can and should be adapted to the needs of all learners; and (3) some uncertainties and concerns about implementing such tasks still exist. Based on these findings, suggestions are made for purposeful ways teacher education can engage preservice teachers in arts-based interdisciplinary music and mathematics tasks that can prepare them to create equitable and creative interdisciplinary learning opportunities for their students.