This article highlights the perspectives of young women who have participated in dance for many years. Their viewpoints reveal the unique multimodal nature of embodied learning; in dance classes, teachers and learners communicate through a variety of modes: visual, auditory, kinesthetic, spatial, musical, tactile, gestural, and linguistic. The author employed ethnographic, multimodal, and discourse analyses to investigate how dance fosters the cognitive and attitudinal benefits documented in the literature on arts learning in out-of-school-time programs.