This chapter aims to shed light on how Storyline in teacher education can bridge the gap between pedagogical theories and pedagogical practice. We do this by using both research-based knowledge, and proven experience. Theoretically, this study is based on a model by Lindström (2012) which includes four dimensions of (aesthetic) learning: learning about, in, with and through. Empirically, the study is grounded in our own practice, and in particular a Storyline, which has involved approximately 500 student teachers. It has been developed and carried out over a period of five years. The implementation of a Storyline was a way to both bring methodology into teacher education and to contextualise the notion of multimodality. In this chapter we discuss three assignments incorporated in the Storyline, which have been identified as essential to the student teachers’ comprehensions regarding both a Storyline’s content and learning potential, and a multimodal teaching and learning approach. Our conclusion, in the view of Lindström’s model, is that the learning process, actuated in the Storyline, interlinks theory and practice into a strong entity.