ABSTRACT This article investigates the characteristics of BA dance students’ learning experiences in contemporary dance techniques, discussed in relation to teaching approaches in a continuum between teacher-centring and student-centring. The empirical material consists of 11 students’ logbooks and interviews. The results elucidate the complex connections between the student’s learning activities, their relationship to the teacher, and the teaching methods, and the ways these connections change over time. By analysing the students’ experiences in relation to the three themes; activity, power and choice, the research shows how the students become more self-regulated learners, and more interested in student-centred learning approaches during their education. By engaging student voices, the research also sheds light on nuances in the relation between content, teaching methods and learning experiences in dance techniques.