The "Critical Thinking Belief Appraisal" was administered to practicing dance teachers (n = 52) in the USA to investigate their beliefs (and use of) critical-thinking activities with high-advantage and low-advantage learners. Results point to an "advantage effect" in dance teachers' beliefs about critical thinking: the higher the perceived learner advantages, the more likely teachers are to favor high critical-thinking activities. This effect also appears to be a more absolute belief in the efficacy of teaching high-advantage learners than previously thought. These results extend to teachers' classroom behavior as well as their espoused beliefs and are not an artifact of teachers' critical-thinking ability and disposition, or their need for social approval. Implications and the need for further research are discussed. (Contains 1 note.)