Based on the belief that improvisational drama is superior to the traditional approach of sequence drama, this paper tells some advantages and methods of improvisational drama and compares the two methods with respect to educational goals. After defining sequence drama (a sequence of activities typically beginning with interpretive movement and moving eventually to the creation of original dramas) and improvisational drama (drama without a script), the paper notes several values of improvisation, suggests methods for beginning improvisational drama with children, presents an anecdote that shows how improvisational drama succeeded with a first grade class that had a great deal of trouble working together, tells how improvisational drama can be used to develop the self, and suggests ways a teacher can field ideas from children without destroying their enthusiasm. It then presents a comparison of the way sequence and improvisational drama make use of a number of elements of drama (including script, pantomime, movement, and character) and the way they contribute to a number of educational goals (including sensory, language, and thought development; creativity; and self-discovery). The paper concludes that improvisational drama involves all the elements of sequence drama while encouraging a greater amount of creativity, thinking, commitment, and feeling. (GT)