Drawing on pre-service teachers' curriculum, the promises and pitfalls of three orientations to arts integration--making, analyzing, and balancing--are described. While few pre-service teachers create balanced curriculum where students make and analyze art, even fewer implement such lessons as student teachers. By contrast, most pre-service teachers initially approach arts integration by asking students to make or analyze art. Such patterns imply teacher educators need to identify fieldwork placements supporting arts integration, frame pre-service teachers' initial arts integration as steps to be nurtured by continuing professional development, and prepare teachers committed to the arts to resist narrow definitions of learning in a climate of standardization.