It may appear commonsensical that undergraduate dance majors, sharing a programmatic experience within a bounded space and time, might feel connected to others involved in that experience. However, the multi-faceted and dynamic considerations of who and what comprise this learning environment are often not holistically explored. To better identify and ascribe meaning to practices that might support student success and build community within an undergraduate dance program, the voices of students must be central. Therefore, the purpose of this case study research was to better understand how dance majors described their own experiences and relationships. The data surfaced student-identified and program-wide factors that contributed to their engagement and matriculation. Considered together, these factors empowered the students in this study to become contributing members of a healthy, productive, and engaged dance major program. Positioned through a critical pedagogy framework, the researcher crafted the term, 'Culture of Basic Goodness,' to better describe these collective practices. The existing variability in undergraduate dance programs can present a challenge if simply trying to replicate these practices. However, this research, which considered both the learner and the environment as central to education, provides valuable insight into the role of teaching and learning dance in higher education.