Teaching and learning in the performing arts in Southeast Asia have largely been based on traditional apprenticeship or a master-apprentice approach. Even in the late twentieth century, apprenticeship was still regarded as an effective means of knowledge and skills transmission and acquisition by cognitive psychologists such as Howard Gardner and Allan Collins. Later, Collins and his colleagues proposed cognitive apprenticeship, a model based on apprenticeship but includes critical thinking strategies. Both traditional apprenticeship and cognitive apprenticeship have a dual focus on expert processes and learning in context. The convergence of the physical and explicit aspects of traditional apprenticeship with the cognitive and implicit aspects of cognitive apprenticeship in dance creation education is proposed as a signature pedagogy. This chapter is focussed on dance choreographer Lim Fei Shen, a Singapore Cultural Medallion 1988 recipient. Lim created several dance works and taught dance improvisation and creation to NAFA Diploma in Dance students for over 15 years. This chapter examines the convergence of traditional and cognitive apprenticeship in Lim’s teaching via qualitative analysis of data from observations and interviews with Lim and her dance students.