This qualitative, interpretive inquiry explores the role of teaching artists in the postsecondary dance setting who prepare pre-professionals for careers in dance. Research procedures include questionnaires and interviews with three teaching artists from the United States who are experts in the field. The contributors' narratives reveal a deeper understanding of dance major preparedness, strategies and processes used to educate dance majors inside and outside of the university space, and transition advice. Narrative data also uncover themes including changes in teaching artists perspectives on postsecondary dance. Although findings do not attempt to generalize or make assumptions about all teaching artists or dance majors, the participants' voices illustrate authentic ways in which teaching artists are sharing artistic career knowledge to prepare postsecondary dance major students.