This research study employed a qualitative research design, specifically phenomenological approach, with the aim of uncovering and understanding the lived experiences of tertiary education PE instructors concerning dance skills execution hesitation. The study involved 14 PE instructors who were selected through purposive sampling technique in accordance with the inclusion criteria, and the data were analyzed using coding and thematic analysis. The findings of the study revealed the experiences of the participants, including difficulty in dance demonstrations, experiencing doubt and uncertainty, strengthening the foundation of dance, mastering dance techniques, poor foundation in dance education, and confidence and positivity in dancing. Conversely, the participants employed the following coping mechanisms to get through the challenges they have faced: utilization of online teaching materials, seeking help from others, nurturing dance proficiency through multiple strategies, mastering the fundamentals before instruction, and continuous learning of dance skills. Additionally, the following insights were drawn from their experiences: provision of professional development about dance skills, nurturing positive mindset and attitude, cultivate confidence and self-esteem, having constant practice for proficiency, and learning through research. The findings of the study suggest that a holistic approach to supporting PE instructors in overcoming dance skills execution hesitation should include continual training, psychological support, and pedagogical innovation to ensure effective delivery of dance education in tertiary education.