There are multiple aspects that shape one's experience as a student teacher; however often as teacher educators, we focus on the intellectual rather than the emotional nature of the experience. Within this a/r/tographical inquiry, we render a story of what can happen when teacher educators intentionally engage the multidimensional nature of the student teaching experience through the integration of arts-informed epistemologies within the context of the student teaching seminar. Student teachers entered into a dialogic space of reflexivity and praxis where they discovered that their experiences mattered and did not occur in isolation. This project has implications for considering ways to help student teachers and teacher educators bridge the gaps between the personal, social, artistic, and academic that is teaching. (Contains 8 figures.)