Dance education models argue that dance must be studied through performance, choreography, and appreciation [1]. Technique training then is a key component of the knowledge required to teach dance [2], and a sound program may result from a partnership of educational and professional institutions [3]. The Hong Kong Institute of Education and the Hong Kong Academy for the Performing Arts initiated an internship program that included technique training in three dance styles, and technique-related lectures/observations. The purpose of this study was to examine participants' perceptions of the role of technique training in their preparation to teach dance in secondary schools in Hong Kong. Twenty-five third year students (10 male, 15 female) enrolled in a dance module volunteered for this study. The internship consisted of six full days of instruction. Data were collected through a 35-item survey, videotaping of technique classes, and a reflection paper. The survey focused on participants' view of the usefulness of technique training in three dance styles, and lectures/observations on technique and choreography in their teacher preparation. They rated the survey items using the scale: strongly agree, agree, disagree, and strongly disagree. The data from the survey were analyzed by using percentage to determine the results. Videotaped classes were used to assess participants' skill improvement, and reflection papers served to complement the data from the survey. The survey findings indicated that Jazz (96% agree) was perceived as more appropriate than hip hop (60%) and Chinese folk dance (40%), and the Jazz teaching method was viewed as most valuable for secondary school (100% agree compared to 68% for hip hop and 56% for Chinese folk dance). Lectures and observations of advanced technique classes were rated as more valuable (74.9%) than those on choreographers (52.6%). Assessment scores and video tapes of classes showed improvement in technique. The results of the reflection papers supported the survey findings. The present findings suggest that participants perceived technique training, more particularly Jazz dance, to be important in teacher preparation, as it improved their dance skills and knowledge, and enhanced their confidence to teach dance in secondary schools in Hong Kong.