The prevalence of hegemonic masculinity praxis and heteropatriarchal normalization in the United States produces a challenging work environment for male K-12 teachers in dance-educational spaces. This interview-based case study investigates five male New York City-based K-12 dance educators' personal, cultural, and professional identities relating to students, the education environment, and the community. Building on existing masculinity theory, gender-in-dance, and psychosocial research, this study furthers the understanding of beliefs, values, biases, and opinions of dancing men within K-12 schools. Data present (a) current gendered experiences within dance curricula, (b) community concerns related to the queerness of dance, and (c) contrarily, the frequent celebration of students' gender-sexuality expressions. The interviewed teachers report increased acceptance of the art form and, conversely, increased binary thinking. Participants indicate that male teenagers have difficulty finding support and affirmation for engaging in a dance curriculum.