Kentucky school districts have been charged to present an academic program review that documents the use of dance across curriculum content at all grade levels. This program review will replace statewide standardized tests for all students in the state of Kentucky and will count 20% toward each school's accountability score. Schools within the Kentucky districts must show evidence of how arts and humanities subjects, including dance, are integrated across curricula, and will then be judged as to whether high quality learning goals are achieved with the end results used to determine improvement in school programming. Despite these important charges, little research has investigated teachers' attitudes about the use of dance content to support teaching methods. A case study design was used to explore teachers' self-efficacy regarding the integration of dance content with academic subjects at a rural 6th grade center. Fourteen teachers at the center responded to an online questionnaire; of those 14 teachers, 7 also participated in individual interviews. Thematic coding was employed to analyze teacher attitudes, both from the surveys and from the interviews, about the use of dance content in the classroom. Key findings included that teachers preferred a professional development design modeled by a certified dance education specialist using instructional strategies for the inclusion of dance education content in classroom curriculum. The social change implications of these findings can be realized through a more comprehensive process that supports the teaching and learning of dance for the classrooms grounded in the critical attributes of adult pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]