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Objectives The aim of this study were to test whether university dance students’ perception of teaching behaviors influence to well-being via task performance, and whether the mediation effect of task performance should moderated the relationship between perceived teaching behaviors and well-being. Methods Participants were 335 university dance students (57 males, 278 females) aged 19.92±1.57 years. They were recruited to complete the questionnaires assessing perceived teaching behaviors, task performance, well-being, and grit. Data were analysed using descriptive statistics, correlation and hierarchical regression. Results The results of mediation and moderation analysis were as follows; (1) University dance students’ task performance fully mediated the relationship between perceived teaching behaviors and wellbeing. (2) The mediation effect of task performance moderated by the level of perceived teaching behaviors and grit. In the high teaching behavior group, grit had a significant positive prediction effect on task performance. Conclusions The findings demonstrate that dance students with positive perception of teaching behaviors and high grit are more likely to facilitate their well-being in dance classes.