This study is a qualitative exploration utilizing content analysis and analytic induction in an interdisciplinary exploration of educational principles and dance pedagogy. Data consists of educational theory, dance pedagogy, dance history, and the observations and experiences of the researcher. The complex challenges of dance pedagogy are explored for the purpose of better dance pedagogy in postsecondary realms. Some scholars have called for new, more resonant, models for higher education dance pedagogy. This study envisions transformative postsecondary dance pedagogy, embracing both educational tenets and dance performance with schemata applicable for both experiential learning and dance technique training.