Issues surrounding what works best in balancing autonomous exploration of dance making with provision of learning about choreographic process for university dance students are explored in this paper. Two personal narrative perspectives are provided. A lecturer reflects on what works best in structuring learning that encourages students to explore different approaches to dance making, and also relates how integrating teaching, learning and research in an active nexus was adopted as part of striving to build a community of discovery. As part of the continuum of the nexus, a postgraduate student contextualises her research into choreographic process in relation to developing university-community partnerships. (Contains 8 notes.)