This study aimed to describe the school strategies in developing students' dance talent through dance extracurricular activities as well as the existence of supporting and inhibiting factors in developing students' dance talent through dance extracurricular activities. This study used descriptive qualitative method. This study was conducted in SD Negeri 1 Kranji. This institution has many strategies to develop the students' talent. One of them was by holding dance extracurricular activities. It was one of the responsibility of the school. The school must have a good strategy in developing students' dance talent through dance extracurricular activities. The participants were the principal, extracurricular person in charge, the trainer of dance extracurricular activities, and students who participated in dance extracurricular activities. The data were collected by using observation, interviews and documentation as stated by Sugiyono (2014: 308). The data were analyzed by using the concept of Miles and Huberman. Sugiyono (2014: 334) stated that there were four stages of data analysis techniques, namely data collection, data reduction, data presentation, and conclusions. The data were validated by using triangulation techniques, namely technical triangulation and source triangulation as stated by Sugiyono (2014: 327). The results showed the description of the school strategies in developing the students' dance talent through dance extracurricular activities. The strategies were recognizing students' talent by performance test, providing dance extracurricular trainers and facilities that support dance extracurricular activities, collaboration with parents and dance studios, giving motivation to trainers and students, giving awards to trainers and students, as well as student participation in dance competitions. Supporting factors were collaboration between the school and parents of students, the enthusiasm of students when participating in extracurricular activities, supporting facilities and infrastructure such as dance trainers, practice sites, tape recorders, scarfs, support from parents to students, and the school environment. The inhibiting factor was lack of awareness from parents to support extracurricular activities related to funding, and the stagnation of regeneration.