Integrative art learning provides K-12 students with a holistic way of acquiring new knowledge through a creative process of inquiry. Encouraging elementary school teachers to integrate art into their daily teaching is one of the essential components of many teacher education programs. It is anticipated, however, that elementary school teachers would face tremendous challenges when it comes to implementing integrated art lessons given their lack of pedagogical training beforehand. This article thus explores a case study conducted in the Midwestern part of the United States with a class of twenty-four pre-service elementary school teachers to explore claymation for integrated art learning. The purpose of the case study is twofold: To find out pre-service elementary school teachers’ challenges in integrating claymation into art education and to collect their viewpoints in response. In making claymation, most participants find the claymation project interesting yet challenging due to their prior technology skills and commitments. Regarding introducing claymation to integrated art learning, they feel that claymation could be incorporated into an integrated art curriculum consisting of language arts, social studies, and mathematics. Pre-service elementary school teachers also suggest that focusing on storytelling and clay figure making of the claymation project would be more feasible for the lower grade elementary school students and kindergartners. Additionally, the availability of process equipment could affect the implementation of claymation and accommodation plans are suggested to be in place.