The role of reflection is central to teacher preparation. As individuals integrate new information within their existing schema, they refine their practice. Through reflection pre-service teachers examine, evaluate, and adjust. Yet, the practice of reflection is rarely explicitly taught. Often teacher educators found their students aligning their written reflections with what they think pre-service teachers want to hear rather than what they themselves think. Disconcerted by the censoring that occurs in writing, the authors chose the visual and performing arts as alternative media for student reflection. Using the arts involves the artist who creates the performance, the audience that personally responds to it, the shared experience between the artist and the audience, and the intersection of all three. The authors offer students the opportunity to reflect using a creative method that liberates them to honestly examine and share their personal belief systems, including their biases. They offer the arts as vehicles to deepen their teacher candidates' personal and professional identities.