Today's dance educators enter classrooms populated by increasingly diverse students in which teachers' pedagogical knowledge necessitates heightened understandings of race, ethnicity, social class, gender, and sexuality. Uncovering taken-for-granted assumptions, dominant stereotypes, and educational structures that reproduce social inequalities in schools requires teacher preparation in social foundations of education. This qualitative study examined an undergraduate dance pedagogy course weaving social foundations content taught through a critical feminist pedagogical perspective over a three-year period. Narrative data were drawn from student (n = 59) writing assignments and discussion posts. Inclusion approaches for social foundations are presented. The range and diversity of student narratives amplify the challenge of, and the need for, the inclusion of social foundations in dance teacher preparation.