This qualitative case study of a Southern California community college dance program explored structural/administrative and social/cultural barriers faced by faculty and students who plan to transfer to university dance programs that require an audition for admission. Interviews with faculty (n = 4) and recent alumni (n = 6) were analyzed with program documents through lenses of culturally relevant pedagogy and critical race theory. In the academic study of dance, Eurocentric dance forms are privileged and pedagogical practices are based on Whiteness. Most community college dance majors in the study were People of Color who felt the program honored their cultures and cultivated their passion for a career in dance; however, when they transferred to university dance programs, they felt like outsiders and lacked proper dance technique. Another finding was that structural and cultural barriers threatened the viability of the dance major in the community college. Faculty and students were not getting an equitable dance education to prepare them for what was next on their dance journey. In spite of the barriers and inequitable education, participants were keen on giving back to their communities. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]