Teaching dance technique in academic environments can be problematic in that many Western practices are rooted in traditions that contradict contemporary educational theory. This can create a disconnect between maintaining time-honored traditions and developing more student-centered class structures. This article questions the importance of complying with tradition in teaching technique. Experimentation in class structure illustrates how focusing on the development of skills in visual, oral, and movement literacy improved learning outcomes for students in an upper-level contemporary technique class while simultaneously yielding better technical and artistic development.