This article explores and contextualizes improvisation in music from an educational perspective. First, recent brain research that sees improvisation as a distinct cognitive activity is examined and used to illustrate the importance and uniqueness of this often ignored area of music learning. Next, the implications for the music classroom are explored in light of the brain research findings as well as the common misconceptions associated with improvisation in music classrooms. Finally, some overarching principles to help guide the teaching of improvisation in any music classroom are offered. (Contains 23 notes.)