The ability to interact and communicate with people in international contexts is increasingly viewed as a vital social asset. Linked to the notion of social diversity and equity, the acquisition, learning, and maintenance of varied languages enhances people’s intercultural capability and is important in multicultural societies, like Australia. The arts can enhance students’ skills, learning, and appreciation of a second language but dance has received significantly less attention. In this article, we posed the question, how do stakeholders in one large community language school situated in suburban Melbourne, Victoria, Australia, understand the role that dance plays in the context of language acquisition, learning, and teaching? This qualitative single case study sought to understand the experiences of stakeholders including school leadership, students, parents, and teachers using semi-structured interviews. We identified three overarching themes: dance as supporting culture; dance as reinforcing language acquisition; and dance as nurturing learning. We offer insights into the inclusion of dance in community/heritage language programs. We assert that dance has the potential to be a powerful teaching and learning technique and that it has a place in programs for the learning and teaching of a second language.