It is clear that the relationship that dancers have with the mirror, the reflected image, and the accompanying perceptions (and often, distortions) is complicated. One area that is quite complex involves the development of a student's ability to sense movement, which directly connects to other issues involving body image, self-perception, technical skills, performance, and artistic expression. This article is intended to give ballet students, beginner through advanced, in studio settings, conservatories, and higher education programs, a glimpse into some of the current research on this topic and to offer tools to increase awareness in regard to the cognitive, emotional, and sensory aspects of dance. It is hoped that through this awareness, students can approach their dance experiences as informed participants who ask questions, reflect, tune in, and ultimately derive a greater sense of personal fulfillment and meaning. Although age and maturity are factors in the research, the author asserts that early recognition regarding the mirror's presence can only be beneficial to student development.