This qualitative descriptive study explored how undergraduate dance students describe somatic experiences in dance technique classes and their influence on their critical thinking, feelings of empowerment, and dance technique at a private southwest university. The theoretical foundation for the study was critical pedagogy. Using critical pedagogy, the researcher explored how somatic approaches integrated into a dance technique class influenced student learning. Data sources included semi-structured interviews and two participant engagement focus groups. The sample included 12 adult students enrolled in a postsecondary dance technique class that utilizes somatic education at a private southwest university to participate in the interviews and a total of 13 adult students to participate in the focus groups. Braun and Clark's six-step thematic analysis resulted in 15 emergent themes. Findings from the study affirmed that somatic experiences in postsecondary dance technique classes had a positive influence on critical thinking, feelings of empowerment, and dance technique. Educational leaders and curriculum developers could use the findings of this study to develop a postsecondary dance curriculum using a somatic framework. Researchers can expand the findings of this study further by understanding the descriptions of postsecondary instructors who implement somatic experiences in dance technique classes. [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.]