The aim of this study is to investigate how dance emerges in a STEAM project in preschool. What can dance become in STEAM teaching? Research shows that opportunities for learning through dance vary across Swedish preschools. For some preschool teachers, teaching dance appears to be challenging. Different types of child-initiated dance are encouraged, and preschool teachers emphasize the importance of including all children (Pastorek Gripson et al., 2022). Dance is often described as "girlish" (Risner, 2017). Areljung and Günther-Hanssen (2022) highlight the importance of applying a gender lens in STEAM practices. This research is based on a sociomaterial perspective (Barad, 2007). "Agential realism" explores how social and material entities are entangled. Spaces, objects, phenomena, and concepts are intertwined and mutually shape one another. The research project was conducted in collaboration with preschool teachers. One preschool teacher structured a dance activity based on a fairy tale. The group consisted of 12 children aged 4–5 years. Data was collected through video recordings. Ethical guidelines were followed. A consent form, including information about the project and the participants' rights, was provided to parents and preschool teachers. Written consent was collected by the researchers.Findings indicate that the fairy tale stimulated children to express and experience emotions through their bodies. Learning in dance can involve embodiment, play, and sensory exploration. The children engaged in activities related to shape, space, body, and effort. Various dance activities emerged, involving intra-actions with props, among other elements. From a gender perspective, inclusivity and collaboration were evident.