As cultural, social, and political divides increase within the U.S., most PK-12 schools have prioritized Social Emotional Learning (SEL) (RAND, 2024), necessitating the innovation of SEL-related songs and publications for music classes. Moreover, researchers have suggested an increased focus on musical creativity and innovation in Preservice Music Teacher (PMT) curricula (Bernhard & Stringham, 2016; Campbell et al., 2016; Piazza & Talbot, 2021). Though PMTs often seek opportunities to compose, arrange, and improvise, these opportunities remain scarce (Piazza & Talbot, 2021). The purpose of this case study was to explore the experiences of PMTs as they collaborated with a Music Teacher Educator (MTE) to write, record, notate, and produce SEL-related songs for publication and use in PK-5 music classes. Researchers explored how PMTs described their experiences and perceived benefits to their development as musicians and teachers, how the process could have been improved, and advice they would provide to future collaborative songwriters. In January 2025, the PI selected six PMT applicants from a U.S. university to participate: two songwriters, one songwriter/producer, two notators, and one singer. Data sources included audio-recorded journals by participants (N=26) and the teacher-researcher (N=8), two one-hour focus groups, and secondary researcher field notes. Researchers ensured trustworthiness through triangulation, member checking, and peer coding.Descriptive and in-vivo coding yielded five themes. Learning, creating, and making a difference reflected PMTs’ motivation to songwrite and learn alongside their peers while making an impact on teachers and students through publication of SEL-related songs. Collaborating enhances process and products emerged as participants acknowledged the benefits of working as a group, including learning from their peers, increased productivity, and enhanced creativity. Sparking inspiration and joy reflected participants’ descriptions of their experiences as “so much fun” and a “unique opportunity” to create songs that made them feel proud. Enriching teaching philosophy and practices represented how students felt more prepared to incorporate creativity, SEL, and their own materials into their current and future teaching practices. Lastly, developing musical skills represented the musicians’ increased confidence with musicking in new styles and genres, as well as improved skills related to songwriting and dictation in multiple tonalities. MTEs should consider collaborating with PMTs on projects benefitting inservice teachers and students. By offering creative and collaborative opportunities for students to explore educational constructs outside of classes, instructors might increase student engagement. These findings challenge MTEs to re-envision how they embed musically creative activities throughout the curriculum.