This study examines active discourses and their affects on the availability/admission to the dance education at the Swedish upper secondary school. Discourse analysis and an intersectional interpretation of attributes such as physicality, social class and ethnicity constitute the studies theoretical and methodological basis. The analysis focuses on educational policy documents and interviews. Qualitative interviews have been conducted, the group consisting of principals, teachers and members of the Swedish National Agency for Education, all connected to the upper secondary school. The educational policy documents and interview material help emphasize certain discourses and facilitates analysis of the discourses. The result of the study shows that auditions affect the dance education programs´s availability in prevailing/consolidate homogenous groups. Auditions and school profiles are questionable as they value a certain type of knowledge and experience.