This article provides an example of a collaborative effort between a dance specialist and four third-grade classroom teachers at an arts magnet school. They developed a dance and geometry integration project including implementation strategies, assessment tools, and reflections completed by both the classroom teacher and the third-grade students. The dance specialist and the classroom teacher worked collaboratively to develop an integrated learning experience for students based on national geometry and dance standards. Students worked in groups to create a geometry dance based on selected dance and geometry concepts. Students planned and practiced their dances using a teacher-created rubric as a guideline for including essential geometric and dance elements. The teachers assessed the students' geometry dance performances using the rubric, which included both geometry standards and dance standards and objectives. The authors describe an assessment process that recognizes the integrity of both dance and geometry as an integrated unit for third-grade students. (Contains 1 figure.)