This thesis examines the meanings that interpersonal relationships in dance have for children and the potential of dance to contribute to an understanding of how we can live and work together. These issues were examined through the implementation of dance curriculum that aimed to be accessible, non threatening to identity and empowering to a group of upper primary school children. The curriculum explored connections between interpersonal relationships in dance and forms of personal power observed in classroom interaction. It examined the ways dance education can contribute to new ideas, new meanings and new understandings of personal power. The thesis paper presents the processes undertaken in developing the dance curriculum. It also presents the emergent curriculum. Participant responses to the curriculum are discussed. Changes observed in group interactive processes and the exercise of power behaviours are delineated. The paper details the prior assumptions that were confirmed or refuted and the new perspectives that emerged in the study. It endeavours to convey what interpersonal experiences were like for participants in the dance curriculum and some of the meanings associated with power that evolved. Finally, the paper discusses the conditions of setting that may have affected response to the curriculum and considers issues linked to implementing change in education. Recommendations are made for future research in the area of educational dance.