The aim of the study is to examine how dance teachers express themselves verbally in teaching situations where movement training is combined with "expression". The empirical material consists of films and tapes from a 130 min long dance class at upper secondary school, and a taped conversation with the teacher about episodes from the class. The findings show that insights regarding the expressive values of movement are communicated verbally to a certain extent, but then in a very vague manner and in a way that is difficult for outsiders to interpret. Alternatively, metaphorical language is used. However, non-verbal modes of communications are used as well. During the conversation with the teacher it becomes clear that "expression" can be a question of a particular state, a desirable state that is however not verbalised. One possible explanation of the findings is that dance is a very young school subject compared to music and art education in Sweden, thus not having had the time to establish a didactic language. Another is that when looking for work or applying for higher education in dance, the student will need to demonstrate her bodily abilities. It's not enough to describe them in speech or writing.