What might become if teachers were asked to view themselves as curators? And in turn, in what ways might curatorial work draw attention to how analytic spaces are continuously created as teachers and teacher educators move through pedagogical and research processes? This paper extends an invitation for readers to engage with curatorial impulses (Hofsess, 2015) as a living inquiry by remixing a series of constructs and technologies explored by a cohort of preservice teachers. The authors hesitate to cull this project together as a methodological process, as it is neither governed by rules or procedure. Instead, they grapple with how curatorial impulses might set up “conditions of possibility” (Barad, 2007) that offer a new way to engage in the theoretical work of qualitative inquiry-- a way that begins to invite the student, the art material, the political, the affectual, etc. into the entanglement of theorizing from the beginning because we know they were always, already there to begin with.