Along with issues of leadership in the academy at large and as related to US-American politics, such as academic freedom and the corporatization of the American university, particularities of academic dance provide a nuanced view of dance leadership in US postsecondary institutions. A dominant culture of overwork, lack of awareness and respect of the dance discipline, and gender and racial biases contribute to the difficulties academic dance leaders face. Nevertheless, the appeal of effecting change that positively impacts students and colleagues, the ability to influence new curricula and programs, and the potential of amplifying and improving the dance field at large influence leaders to continue in these paradoxical yet critical roles. In this article, we report on a qualitative study, which unpacks survey responses from 29 participants working as dance leaders in US colleges and universities. We highlight their shared experiences as leaders and analyze those experiences alongside scholarly voices contributing to the topics of leadership and dance leadership in the US postsecondary sector. We also suggest ways that leadership in postsecondary dance could be transformed for greater inclusivity and equity and to appeal to a wider variety of professionals.