Each semester, preservice elementary generalist teachers navigate to and through the multiple sections of our art methods courses. These elementary education majors bring concerns relating to dominant education discourse such as high stakes testing and accountability measures that relate to how they will be evaluated as future teachers. Often, they are consumed with generalist issues regarding what and how they are expected to teach, such as ensuring grade-level reading mastery and math skills (Duncum, 1999). On a personal level, many are uncomfortable with artmaking and/or can recall unpleasant art class experiences (Smith-Shank, 1993). These preoccupations and preconceived notions often obstruct their students' way of engaging with experiences in art methods courses and conceptualizing this content in future pedagogical practice. How can these challenges be acknowledged, providing a safe collegial space to work with and through them? In this article Dianna Huxhold and Libba Willcox describe a project in which preservice elementary generalists used artistic mapping to document, reflect on, and synthesize their engagement in the authors' art methods courses. The maps also provided instructor insight about the nature of student thinking; learning; and experiences around key course topics, activities, issues, and questions. Artistic mapping is an alternative practice that uses mapping as an expressive medium in charting personal, conceptual, or imaginary geographies. Huxhold and Willcox asked the 78 students (from their three sections of the course) to create maps that showed not only which projects were most memorable, meaningful, and relevant, but also how they made connections across course readings, assignments, and class content. Herein, they share their reflections on the success, challenges, and usefulness of this project for both students and instructors; side-by-side they made meaning together.