An evaluative study was conducted wherein student choreography in 14 Utah secondary schools was assessed by student teachers for incidence and frequency of sexually objectifying or exploitative movement and thematic development. Data regarding each student work was compared with information provided by student choreographers in a written assignment identifying choreographic efforts and intents administered by student teachers. Information provided by student teachers regarding cooperating teacher efforts to educate students about movement design, meaning, and intent was also examined and correlated. The resulting analysis revealed that teacher efforts correlated strongly with student choreographic choice and understanding. In schools where teacher efforts were minimal, incidences of sexually exploitative movement were markedly higher than in schools where teacher efforts were moderate or high. Students' abilities to describe their processes and motivations were also similarly aligned with teacher efforts. These findings infer the significant role the teacher plays in guiding and helping to inform student work. This information has implications for all dance educators as we question our own pedagogy and consider the messages we may convey through our attitudes and approaches, especially regarding women and women's roles.