This study reflects on teaching and learning contemporary dance in Amman, Jordan, focusing on the experiences of three contemporary dance students. Through the three case studies, various issues regarding teaching and learning contemporary dance in a Jordanian context are raised, revealing that contemporary dance can be perceived as a taboo and also an activity that evokes belonging and artistic freedom. The study illuminates how family, friends, social values, and religion influence perspectives of dance. The three dance students' responses to learning contemporary dance taught by a teacher from a Western cultural context provide further insight into the pedagogical concerns and challenges in cross-cultural arts education and cultural interventions. It is hoped that through the analysis and dissemination of these issues, the possibilities for developing future dance education programs and reflection on current dance pedagogy within Jordan, and the wider Middle Eastern region, can be better assessed. (Contains 1 footnote.)