The purpose of this study is to examine the growth process of professional ballet educator; the development process of ballet teaching professionalism. Following qualitative study paradigm, this study considers ballet educator’s life, training, and educational context. Specially based on phenomenological study, this study progressed from March 2011 to December 2012. Research participants are selected by traditional case selection(Miles & Huberman, 1994) and theoretical sampling(Strauss & Corbin, 1998). For data collection, literature review, pilot study, and in-depth interview were used. Collected data were analyzed based on qualitative method; Moustakas(1994) and Polkinghorne(1989)’s method. To achieve truthfulness and ethics of the study self reflection, triangulation, member checks, and peer debriefing were used. As a result, the development process of ballet teaching professionalism divided into four periods; initiate period of ballet teaching, progress period of ballet teaching, confront period of ballet teaching, and master period of ballet teaching. Each process shows not regular and straight form but complex and circular form. Especially during the progress and confront period show dynamic growths and conflicts. Based on the results and comments, I could propose educational efforts and follow-up research for ballet educator.