This article describes the results of a "teacher as researcher" project, which helps preservice teachers learn how to develop meaningful curriculum by creating interdisciplinary connections between literacy (reading and writing) and one (of both) of their two areas of specialization, and supports the author's own learning about how to best help preservice teachers develop meaningful curriculum across the content areas. The author describes how she teaches reading across the curriculum course in a middle school teacher education program using the books of Paul Fleischman to demonstrate to preservice teachers how reading and writing can be used across the curriculum. She uses Poems for Multiple Voices as an instructional strategy to provide students opportunities for them to actively experience and develop meaningful and integrated curriculum and create interdisciplinary connections between literacy and other content areas. Here, she offers some lessons she learned from the whole experience. She learned that making interdisciplinary connections with literacy requires questioning, and perhaps shifting, current perspectives on reading.