This qualitative, multiple case study examines high-school and college-student experiences in a critical pedagogy choreographic process focused on race. Whiteness studies are illuminated throughout, as this scholarship correlates directly with the findings of denial and resistance that emerged when students were required to investigate race-based systems of oppression in our society. Also revealed is the value of embodied dialogues in the educational experience. Herein I describe, examine, and reflect upon the use of critical inquiry in dance classes. As students explore their embodied knowledge and abilities in non-verbal communication, a framework is presented for kinaesthetic learners to soar. The described embodied learning experiences proved impactful for over 90% of participants. This research can be used as a model for educators who wish to enter into difficult dialogues with students in dance and other disciplines.