This case study looks at the use of focus groups as a reflective pedagogical tool in a collaborative project at the University of North Carolina at Charlotte. The study involved the DanceDraw project, a collaboration between choreographers and computer scientists investigating the intersection of dance and technology. Eight dance and technology productions were staged over four years, and professionally moderated focus groups were held after each production. A total of 35 dance students were involved over the four years. The results of the focus groups were found to be valuable for the choreographer and the computer scientists involved. The five dancers who participated in a summative survey also reported very positive responses about the post-production focus groups. The findings show that students found the focus groups to be helpful in synthesizing their work by listening to peers, expressing themselves, and bringing closure to the experience. Also included is information on setting up and running dance post-production focus groups, including finding a facilitator, structuring the focus group, providing sample questions, and showing how to analyze the qualitative data collected.