In recent years providing undergraduates with a significant research experience has been cited as an important educational outcome for colleges and universities. This article considers the merits of self-directed undergraduate experiences in research for dance. The case is made for encouraging undergraduate dance majors in self-directed written, kinetic, and media-based expositions. The self-directed capstone both exposes students to and trains them in the dimensions of investigation, from conceptualizing its initial premises, to identifying sources and source materials, to framing and presenting its final conclusions. Discussion references the National Dance Education Organization’s Dance Education Literature and Research descriptive index, and an example program at the University of Wisconsin–Madison. An alumna of a program that incorporated a self-directed perspective in its senior capstone project is interviewed for her reflections on the process and its outcomes.