In light of the increased focus on curriculum interdisciplinarity, this collaborative cross-border and cross institutional research investigates and evaluates the opportunities of integrated arts (cross-curricular learning within the arts alone) in preservice teacher education. Specifically, this self-study in teacher education practices examines integrated arts practice and programme components in two higher education institutes in terms of illuminating the possibilities and pitfalls of these practices. Key methods entailed thematic analysis of transcribed online meetings and related course materials using Gibbs Reflective cycle and Brookfield’s four lenses of critical reflection. Findings culminated in four key themes from two self-study cases. Two emergent themes concern the value of IA and best methods. Another theme emerged describing and reconciling the conceptual, pedagogical and relational challenges encountered. A further impactful theme illuminated how integrated arts lent itself to reflection on, and development of, one’s arts teacher education practice, permitting conceptual, theoretical and methodological reciprocity between the discrete arts disciplines. Subsequently, this yielded skills exchange and innovative co-planning opportunities that altered our perspectives and practices for the betterment of our students.