The Triadic Tangle describes the origins and nature of creativity barriers resulting from inaccurate implicit beliefs. The Triadic Tangle is comprised of three strands: perception, permission, and confidence. Entangled beliefs adversely affect attitudes and behaviors, which in turn distorts experiences in art-making and the understanding of personal creativity. Consequently, the implicit beliefs of pre-service general elementary teachers impact the extent that art is engaged in during the art methods course and, potentially, if they will incorporate it into their future elementary classrooms. The literature review shows a discrepancy between the intent of creativity in art and the actualization of creativity in art within the art methods courses and K12 education. Research questions asked are: How do implicit beliefs and past experiences impact expectations and present experience in an art methods course? What occurs when the art methods course focuses on expressive outcomes of personal creativity awareness instead of instructional objectives? And, what is the nature of the implicit beliefs that trouble preservice elementary teachers in the art methods course? The research presented here is approached through the theoretical lens of Deweys (1934/1958) inquiry and knowing through experience, Eisners (1996) artistry in curriculum and teaching, and the Deleuzian (1987) idea of becoming. This study spanned four years and involved 69 participants at two different colleges. Narrative methodology and portraiture (Lawrence-Lightfoot & Davis, 1997) is used to examine the full complexity of three students journeys of creative becoming while also storying the navigation of their tangles. Proactively addressing issues of secondary ignorance (Eisner, 2002) is needed when teaching to tangles in implicit beliefs. Findings show open-ended, multi-modal art making assignments coupled with expressive outcomes (Eisner,1994) are effective in coaching students towards a threshold of personal creativity.