This paper investigates teaching artists in the USA whose work is rooted in dance and dance-related disciplines. Teaching artists, although the descriptor itself remains both ambiguous and debated in the USA, provide a good deal of arts education delivery in K12 schools and afterschool programs. Based on survey data from a range of dance teaching artists across the nation (n = 64), the study presents emergent themes including: (1) insufficient preparation, (2) obstacles and challenges in the workplace and (3) diverse perspectives on teaching artist professionalization and credential programs. The paper concludes with recommendations for post-secondary (tertiary) curriculum development in dance programs. (Contains 5 tables and 14 notes.)