Good teaching, at its core, is an intuitive practice. It is an art and craft in which, through vision, objectives, and planning, a teacher prepares for the teaching moment. Experienced teachers know that lesson plans and pre-planning though, no matter how finely crafted, only point the teacher and the student in a direction. As artist-educators and teachers of future dance teachers it is essential that they identify strategies, skills, and practices that support the journey that takes place in the classroom. In this article, the authors discuss the importance of identifying and addressing previously unacknowledged but nonetheless important teaching strategies. The authors describe a case for teaching backwards, in which teachers revise what they are doing by backing up and supplying links that they had not anticipated would be missing. By teaching backwards teachers are able to move forward into a new direction with creativity. The authors stress that, to teach backwards, teachers must thoroughly understand the basics of the discipline, the technical principles that support safe and efficient moving, the elements of dance and choreography, the nature of the creative process, and how all of these things interrelate.