Community dance is a vast and complex sector of dance education that engages diverse communities and groups. It also provides access to dance in a variety of settings. Community dance educators are artists, educators, activists, and community leaders who organize and/ or facilitate dance and movement-based experiences in community spaces, including educational institutions. While preparation and professional opportunities for community dance educators exist, they are varied and limited in scope and community dance education is not standardized in the United States. Because professional learning experiences are not mandated many community dance educators arrive to positions using their lived experiences, preferences, artistic values, and cultural capital as benchmarks. This qualitative critical case study used semi-structured interviews, journals, responsively designed educational modules, and a discussion circle to determine what experiences and competencies contribute to the community dance educators understanding of how to work with diverse communities and groups. It determined how community dance educators perceive that their identity, personal histories, and training inform their pedagogical practices. It also determined to what extent might the completion of responsively designed educational modules impact participant perspectives about community dance educator preparedness. The data from the findings indicated that while the participants identity, personal histories, and training informed their pedagogical practices, the ways in which they did so was varied. The data also revealed that while community dance educators were facilitating experiences that were inclusive, culturally responsive, and transformative for diverse communities and groups, the ways in which they were doing so was varied. The study suggests a need for continued research on community dance educator preparedness as the lack of standardization and the wide range of participants, intentions, and settings make the inquiry complex. The findings also revealed a need for attention to time and trauma informed practices in regard to what is included in professional learning experiences.