This article discusses a study that investigated the confidence of generalist preservice classroom teachers in integrating the arts, their attitudes and preconceived notions of art education, and how these views changed during a course that specifically taught arts integration. A crucial component of this course was an embedded field experience in which the preservice generalists had the opportunity to build confidence as they created and taught arts-integrated lessons to children while also reflecting and adjusting as needed. The study findings developed into three overarching themes, which were rigor in the arts, gaining confidence, and making connections. The data demonstrated that the participants' confidence in integrating the arts increased and their attitudes concerning the role of the arts in education grew more favorable over the duration of the course.