Primary teachers in New Zealand schools are required to teach dance education as part of a balanced classroom programme. This responsibility requires that teachers have positive beliefs about their own competence and capabilities to teach dance to achieve desired outcomes for their students. This article presents qualitative findings from a mixed-methods study which investigated teachers' self-efficacy beliefs for teaching dance education. Seventeen teachers participated in interviews that explored their high self-efficacy beliefs in light of their dance teaching experiences. Findings revealed that teachers' beliefs in their own pedagogical capabilities, the value of dance, and supportive relationships with students motivated their dance teaching and gave personal satisfaction.