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An exploration of what helps and hinders classroom teachers in embedding music in their daily teaching practice: a critical ethnography. The first stage of this study investigated conditions that helped and hindered school teachers from engaging with a primary school dance program, and subsequently embedding techniques from the dance program into their classroom teaching practice. Findings suggest that there were several underlying beliefs held by the teachers that prohibited them from using dance in their classrooms. This new knowledge offers practical information for music therapists and other school arts program providers hoping to engage with teachers.