This mixed methods study investigates the juncture of dance science, somatics, and contemporary modern dance training, and how they intertwine with learning processes and skill execution through transfer theory. The effects of a novel somatics training program are analyzed through six case studies using data reduction and interpretation of interviews, questionnaires and journals, and quantitative scoring data. During entry and exit processes, collegiate participants learned two phrases by video containing the same spinal coordination patterns with contrasting choreographic intents: Phrase A fluid and sustained, and Phrase B, dynamically enhanced. Participants' video-recorded performances of each phrase were scored by a judging panel. The results show dancers' participation in the eight-week somatic training workshop with a focus on the spine yielded growth in learning and skill execution in all participants. This growth was exhibited in two outcomes, overall skill improvement and partial skill improvement, suggesting transfer of learning varies across individuals.