Authorizing student voice to examine what facilitates motivation, interests, and learning has shown potential for supporting students in taking ownership of their educational contexts. This study was conducted as participatory action research to co-construct an after-school middle school dance club in a southwest border town. The purpose of this study is to describe what emerged from authorizing student voice in a dance setting. We describe how dancers responded to a context intentionally structured to seek their input and the dancer ownership that resulted from authorizing student voice. This paper highlights three themes of how the dancers took ownership with 1) their club environment, 2) embodied agency, and 3) the club curriculum. We discuss this with regard to how we as club facilitators also had to learn how to re-tune our ears to be able to hear and respond to what the dancers shared with us.