Four teacher educators working in two higher-education institutes conducted a SCoTENS-funded self-study of possibilities and pitfalls of integrated arts practices in initial teacher education. Issues examined include most effective interdisciplinary methods, resolutions to issues encountered, professional development, and lived model as a lens for critique, and the SCoTENS research report as a data source, this article describes the nature and quality of professional learning stemming professional development had progressed. De-privatisation of practice, reciprocal insight, a better learner-teacher relationship, and increased modelling of practice. Guskey’s model, though adequate in many respects, needed extending to account for the professional transformation experienced through engagement with integrated arts education practices and which encompassed other ways of perceiving, working, and being.