This qualitative study describes the experience of professional contemporary dancers studying and applying the Alexander Technique to their dancing. This study was motivated by: 1. years of teaching both dance and somatics, 2. a strong desire to better understand how the Alexander Technique can be applied by dancers, and 3. a gap that the researchers perceived in the available literature connecting these two fields. Throughout years of teaching dance and somatics the researchers observed the increasing challenges that dance students had to confront in order to meet the requirements of today's dance careers. The movement efficiency that makes dancers less susceptible to injury and, at the same time, renders them more expressive, requires the development of acute sensorial awareness as well as the sharpening of cognitive faculties. As teachers of dance and somatics, the researchers became increasingly aware of the importance and the difficulty of applying somatic methods to dance training at both professional and pre-professional levels. Somatic study is now part of the curriculum of many professional schools and university pro-grams in dance worldwide. It has been the subject of studies looking at its application to various aspects of dance. In order to facilitate integration of somatic concepts to vocational dance classes, the researchers thought it was relevant to look at how professional dancers use the Alexander Technique both in their professional career and daily life. Just as it takes years to train a dancer, it may take years to incorporate the complexity of somatic work into one's dancing. Looking at what somatic education means for professional dancers can inspire the development of teaching strategies informed by professional practice.