This dissertation explores the relationship between embodied learning and social engagement through the perspectives of four high school dance students. Embodied learning has been recognized for enhancing education by promoting active engagement, deepening comprehension, and improving retention. It was the focal point of the investigation, which took place at an independent kindergarten through twelfth-grade school in an urban area. Data collection involved interviews and reflections from student participants, with careful coding applied to identify emerging themes and patterns. These themes provided insight into how students' embodied experiences related to their social engagement. Although the reflections were collected post-movement exploration, they captured the students' thoughts and learning processes while in motion. The biggest affordance of this study is its emphasis on youth perspective. The findings shed light on students' capacity to synthesize their embodied learning in dance class, particularly when given reflective time, and the potential implications for their social engagement. By examining the intersection of embodied knowledge and social engagement from the students' perspectives, the dissertation contributes valuable insights into the role of movement in education and its broader implications for students' engagement in their communities.