Preservice art teachers often reflect about their classroom observations and art teaching experiences through papers, journaling, and blogging. Zines, or "Do It Yourself" (DIY) magazines offer preservice teachers a unique and unconventional format to reflect on issues relevant to teaching art. This article discusses the definition of zines, their history and relevance for art education, and the process and outcomes of a zine assignment in a sophomore-level university art education course. It also discusses zine pages created within the semester-long course in terms of content, images, and themes relative to levels of reflective thinking. Using LaBoskey's (1994) conceptual framework, and Danielson's (1996) four domains of teaching (instruction, assessment, classroom environment and professional responsibilities) the author examines the students' projects. In addition, the author briefly discusses how zine production can support an Integral [art] Education. (Contains 3 figures, 4 resources and 2 endnotes.)