This article explores attitudes about feedback and critical thinking in dance technique classes. The authors discuss an expansion of their teaching practices to include feedback as bidirectional (transactional) and a part of developing critical thinking skills in student dancers. The article was written after the authors undertook research exploring attitudes and cultures surrounding feedback in dance technique classes within university settings in the United Kingdom and the United States. Using a hybrid ethnographic (practice as research) model they collected data through class observations, individual interviews with students and teachers, and journaling and reflecting on their own daily teaching practice. In the article, they discuss how they have come to see a relationship among feedback, communication, and critical thinking in dance technique classrooms.