Teachers' narratives, when viewed as a form of critical inquiry, can allow teachers to tell and retell stories from their evolving points of view and contextual positions, with the goal of better understanding the complexity and depth of the experiences that have informed their teaching. This narrative, which weaves the voices of the author and her students to tell the story of their connected journey to empowerment, critically reflects upon the author's experiences teaching dance in an inner city high school in the United States, and how these experiences have shaped her values, understandings and identity as a dance educator.