Dance education in American schools from P-12 through higher education are affected by the pervasive reach of Whiteness. Well-intentioned and passionate dance educators feel the effects of and are instrumental in the institutions Whiteness has reified in the American educational system. In order to dismantle inequity and marginalization of Black people in every facet of the field of dance education from student to administrator, it is essential to make the operation of Whiteness visible as the systemic phenomenon that it is. This article describes multiple, amorphous aspects of Whiteness, how it manifests in the field, and offers examples of ways in which to interrupt the Whiteness in curricular examples from both P-12 and higher education settings. The examples provided describe classroom strategies and structures that serve to disrupt the patterns of Whiteness and explain the ways in which these strategies and structures move dance classrooms and studios closer to equity and inclusivity.