Improvisation, the third content standard for the National Standards for Music Education (Music Educators National Conference, 1994), has received less attention from music teachers. This article advocates for more improvisation specifically free improvisation in general music classrooms. The nature of free improvisation, and its evolution in the Unites States and Europe is presented, followed by a rationale in incorporating free improvisation in general music classrooms. It is emphasized that free improvisation can be a successful entry point for those teachers who do not have ample time or do not feel comfortable using improvisation activities. Free improvisation has two distinct and valuable features: it can be played by anyone regardless of age and musical capability, and it is the accumulation of musical identities of all the participants involved in making the music. This author asserts that free improvisation is inherently democratic, and by using it teachers can create a space for students to feel more self-assured, and autonomous.