Researchers have noticed a shift in education, with science and social studies taking a backseat to mathematics and literacy (Marx & Harris, 2006; Rodriguez, 2006). Some school districts are operating on a rotating basis with science instruction--one month on and one month off (Marx & Harris, 2006). A better approach would be to encourage students to make connections among subject areas through curriculum integration. Such an approach has the potential to not only share time more equitably among content areas in the classroom, but also enhance student learning. Through concepts applied in meaningful contexts, integrated projects can help students make connections, thus bridging the gap between subject disciplines that are perceived as independent (Venville et al., 2000). In addition, integrating mathematics and science positively impacts students' attitudes and motivation to learn (Stinson, Harkness, Meyer, & Stallworth, 2009). Children's literature provides a meaningful context for learning mathematics (Whitin & Wilde, 1992). With the integration of literature in the learning process, mathematical concepts become relevant to the students' lives and their learning of mathematical content improves (Capraro & Capraro, 2006). This article describes a strategy for integrating math, science, and literature as it was implemented between two college methods classes, and shares the views of the college professors and the teacher candidates about using self-created children's literature as a teaching strategy. ["Teaching Strategies: Self-Created Children's Literature as a Teaching Strategy--Voices from the College and the Elementary Classroom" was written with Mindy Lewis and Shannon O'Toole-Moser.]