This study aims to 1) evaluate the cognitive development of primary school learners participating in dance classes compared to those without exposure to dance education, 2) To assess the physical development, including motor skills, coordination, and physical fitness, of primary school learners engaged in dance instruction, and 3) to explore the perceptions and experiences of primary school learners, dance instructors, and parents regarding the impact of dance teaching on cognitive and physical development. Using an experimental design, 8 fourth-grade classrooms were divided into two groups by cluster random sampling: an experimental group receiving traditional dance instruction and a control group participating in conventional physical education. For four weeks, data were collected through questionnaires, tests, and demographic surveys. The results revealed significant improvements in cognitive and physical development among the experimental group compared to the control group. The findings revealed as follows: 1) for cognitive development, students who participated in dance classes achieved higher scores (M = 88.68, SD = 3.45) than those in the control group (M = 70.40, SD = 2.78), with a statistically significant t-test value of 29.16 (p < 0.001), 2) Physical development outcomes also showed substantial improvement in sprint times, flexibility, jump rope counts, and sit-up counts among the experimental group (e.g., sprint time: M = 9.27s vs. M = 11.69s; flexibility: M = 12.68 cm vs. M = 8.57 cm), and 3 positive perceptions among students regarding their sense of rhythm (M = 4.02), smoothness of movements (M = 3.94), and teamwork performance (M = 3.80), emphasizing the social and emotional benefits of dance education. The findings align with prior research demonstrating that dance promotes cognitive functions such as attention and memory while enhancing physical skills like coordination and endurance. Demographic factors such as gender, age, parental education, and income further influenced these outcomes, with female students and those from higher socioeconomic backgrounds showing greater cognitive gains.