This article describes an inquiry project in a pre-kindergarten program at a laboratory school at a public university. The Dance Project took form in the pre-kindergarten class at the laboratory school for a public university's early childhood education program. Fourteen imaginative and highly active 4- and 5-year-old children attended the program, five half-days each week. Through the dance and writing project, children learned that their movements could be represented in print. They learned that the order in which the symbols are written determines the action taken by the reader/dancer, and that writing it down can preserve a good idea and communicate clearly to another what to do and how to do it. They learned about the importance of consistently reading and writing from left to right for the work to be meaningful. They also learned that it is important to consider the dancer when creating dances. Through the Dance Project, children generated a new genre to both write and read, one previously unconsidered by their teachers. The project raised many questions for teachers, helping the authors think about text in new ways. Some research suggests that when primary-grade children have experiences with different genres of text, their own writing production is affected (Duke & Bennett-Armistead, 2003); little is known, however, about younger children's engagement in different genres. The writing produced in the Dance Project represents a genre of text previously under-represented in the classroom. Classroom suggestions for promoting dance and writing among students are presented.