This article describes how the authors completed a project at Central Michigan University (CMU) with undergraduate theater majors and minors and dance minors as part of the annual mainstage dance concert. Although the concert is predominantly choreographed and designed by CMU faculty, students are engaged in every step of the performance and costume construction process. Guided by their questions concerning costumes, lighting, technology, and process, they first created a timeline to structure their research and creation: Step 1: Costumes designed and music composed. Step 2: Meeting of designer, composer, and choreographer. Step 3: Dance and costume creation. The order of these steps is important to this particular process because they were determined to have the costumes and music come first. Their first goal at the onset of this project was to make a dance that was completely by inspired and created for the costumes and music. The choreographed movement was entirely centered around the structure of the music and physical design of the costumes. This methodology and primary focus on the specificity of the costumes and music was a calculated challenge and experimentation in process. The authors conclude that this project was not just about the final product and the choreographed mapping of lights on the stage. Working with technology in dance provides a valuable opportunity for students and teachers to work together to research, solve problems, and create an ongoing dialogue that results in art creation.