The goal of this study is to foster the self-identity of university students according to their voluntary service activities in dance educational program to disabled children. The subjects of the study were 292 4 year-undergraduate students or in a 2-3 year college course. This study employed both survey research and in-depth interviews. In order to overcome the restrictions of each method, qualitative and quantitative research methods were used simultaneously. The self-identity used in this study consisted of 8 sub-factors; Confidence, Future plans, Self-regulation, Uniqueness, Sociability, Self-acceptance, Values, and Social adaptability. As a result of the analysis of the data according to each research method, it was found that participation in dance voluntary services for disabled children resulted in a positive influence on self-identity of students. Statistically significant differences were found in Confidence, Self-regulation, Values, Future plans, Self-acceptance, and Social adaptability according to participation in the voluntary services, their participation attitude, motive of participation, type of school (4-year or 2-3 year courses), and academic performances. This study is meaningful in that it encourages voluntary service activities in teaching dance by university students for the purpose of establishing their self-identity by understanding vivid changes in self-identity through voluntary service activities in dances for disabled children; and, that it suggests positive aspects of dance for the welfare of disabled children and a return of benefit to the community.