A comparative study of dance between Greece and England was explored in this thesis. More specifically, the core research involved multiple case studies conducted in institutions offering 'tertiary level' courses in 'dance education and training, 2. Research questions were: 1) what is the socio-historical and political context of dance education in dance studies in England and Greece? 2) What is the reality of dance in tertiary education in England and in Greece? 3) What are the similarities and differences of dance education and training at tertiary level in England and Greece? 4) What can be learned! applied across national boundaries to improve dance education and training? An interpretive, predominantly qualitative study was undertaken shaped by a modified theoretical model for the investigation of dance learning and teaching. Presage, process and product factors embraced the rationale, design and analysis of the study. Multiple case studies were used to gain insight across dance institutions within and between the two countries. These totaled six, three in Greece and three in England, enabling comparative analysis examining similarities and differences across national borders. Methods included use of documentation, observations, interviews and questionnaires from classes/lectures and individuals within each of six dance institutions. Curriculum and institutional documents were analysed, ninety-seven third-year student questionnaires, eighteen student interviews, six lecturer interviews and six course leader interviews were conducted. Observations involved two-week block residencies in each of the six institutions Findings revealed that the place of dance in education and training is determined by sociohistorical context which shapes and perpetuates both status and dominant understandings of dance. The study revealed many differences, particularly at the interface of learning and teaching in terms of style, expectations and outcomes. The English system had more potential for autonomy of course development, student engagement and career opportunities than that in Greece. There was no chance to break the cycle in Greece without 'borrowing' ideas from other countries, such as those revealed in the findings to this study