Dance scholars have long critiqued the idealization of perfection and abusive nature of authoritarian teaching methods in ballet education. This thesis adds to the critiques of traditional pedagogy by Robin Lakes, and explores avenues to move beyond authoritarian models towards a more empowering and supportive approach to teaching ballet in higher education.This research draws on feminist pedagogical principles and educational theories, such as Constructivist Learning Theory and Reflective Pedagogy, to apply progressive pedagogy to ballet technique. I studied the current literature on progressive pedagogy in dance to learn more about leaders in the field and methods already being employed, and interviews with ballet professors from various universities provided insights into current attitudes and practices in ballet education, including grading principles. Building on the progressive pedagogy of Gretchen Alterowitz, Katy Pyle, and Jessica Zeller, I developed a ballet class plan that emphasizes student-centered approaches and active learning tools tailored to ballet training. To assess the impact of progressive pedagogy on the university ballet student experience, a workshop was conducted, which entailed a progressive ballet class followed by post-workshop questionnaires and group discussions. Though this study was small and limited in its voluntary participation, the results were significant. The findings indicate that progressive pedagogical models can offer alternative experiences in ballet training, fostering community, personal agency, and student empowerment. Moreover, it suggests that grading systems in ballet education can evolve to become a more transparent process and more accurate assessments of students' knowledge. Ultimately, this research advocates for ballet education that honors tradition while rejecting harmful practices, prioritizing student experiences, and embracing reflective pedagogy. It envisions a future where ballet education is inclusive and empowering for all.