Aim. The aim of the study is to present selected contexts of educating children and teenagers at ballet schools, and to draw attention to the multi-level perception of the dancer’s profession in the literature on the subject. The complexity of the education process for the profession of a classical dancer allows the acquiring competences to combine intensive body training with the development of aesthetic sensitivity and broadly understood cognitive competences. The profession of a dancer is elitist and requires special predispositions, both physical and mental. Therefore, the dancer should have competences in four categories: substantive, practical, artistic, and psycho-physical. Methods and materials. The authors collected material through empirical evidence (Malewski, 2017), i.e., participation in the life of the studied community. Based on observations, the authors made theoretical interpretations, which in the grounded theory methodology is called theorizing (Malewski, 2017). The research report consists of the conclusions presented below. Conclusion. Among the detailed problems discussed in the text, the authors discuss: the specificity of the dancer’s profession, the profile and competences of a ballet dancer, the educational path of a ballet dancer, and the everyday life of dance students. The authors believe that publications on ballet education for children and young people do not exhaust the topic or are no longer up to date. The authors point out that the preparation of a ballet dancer does not verify students’ specialization in the profession of a dancer, and artistic education in Poland is struggling with numerous problems, such as low recruitment to schools, or housing conditions.