The purpose of this case study is to observe how social dance combined with somatic practices can encourage internal, physical perception and experiences of the body perceived from within for an adolescent boy with high functioning autism and dyspraxia; an impairment or immaturity of the organization of movement (Boon 7). More specifically, this research seeks to observe the impact that social dance instruction can have on an individual’s kinesthetic responsiveness, such as efficiency in movement patterning through increased movement awareness and somatic facilitation. In addition, this study seeks to observe the impact that social dance lessons could have on the participant’s communication and listening skills; attentiveness; initiation of movement, such as taking the role of a leader and lead patterns; organization of movements, such as performing movements within a specific order; and performance of movements that might lead to personal and social growth. Finally, this study investigates exercises from Alexander Technique and ways to incorporate them into pedagogical practices for adolescents with psychological limitations.