In this article, the authors (then two doctoral students) describe their methodology of engaging in an interdisciplinary, collaborative doctoral arts-based research (ABR) project. Education and the arts were integrated utilizing dance methods of bodily writing and performative inquiry to strengthen the analysis of dissertation findings in the field of teacher education. We share our theoretical stance based on somatics, embodiment, and rhizomatics, followed by a thick description of our rhizomatic actions of becoming collaborative arts-based researchers. We advocate, argue, and fight for the right to introduce and encourage interdisciplinary and collaborative research with the arts in doctoral students' studies and highlight the implications our project had on accessibility to research and engagement with broader audiences as well as our entrant-audience. We argue that ultimately, combining efforts to bring collaborative interdisciplinary ABR into doctoral students' work will foster benefits for both doctoral students and the research produced.