Is there a need for dance to enter higher education in Greece? Can contemporary dance be viewed as a discipline on its own right? These questions inspired the research conducted in three case study institutions (out of six that exist) in Greece, examining the reality within them as experienced by dance students, lecturers, course leaders and the researcher. An interpretive, predominately qualitative study was undertaken based on a theoretical model. Methods involved interviews with students (9), interviews with lectures and course leaders (6), open-ended questionnaires (50 students) and class observations (approximately 20 in each). The results showed that dance education and training included more transmissionist approaches, producing in that way technical dancers. Dance institutions are not autonomous thus, limiting context. The need for dance to be upgraded was obvious by participants and by the researcher. The place of dance in tertiary education influences the place of dance within society.