The importance of music improvisation can be seen in its inclusion in the National Standards for Music Education and the accreditation standards for the National Association of Schools of Music. The purpose of this study was to examine the pedagogical techniques and materials of improvisation instructors who do not hold academic credentials. The instructors chosen for this study learned improvisation outside of a higher education program and before the widespread publication of jazz education material. It was anticipated that the subjects would yield teaching methods and artifacts that would help to improve improvisation instruction in higher education institutions. A snowball sampling procedure was used to locate participants who matched the sampling criteria. Seven participants were chosen from seven geographical locations that have historically been centers of jazz development in the United States. Semi-structured interviews of the instructors were conducted in each location as a method of data collection. Findings showed a consensus among non-credentialed instructors on how to effectively teach improvisation Common teaching techniques included modeling improvisation by the instructor, practicing improvisation, teaching scale/chord associations, listening to jazz music, teaching jazz theory, group improvisation, and using jazz standards as the main source of teaching material. Conclusions included placing more emphasis in the curriculum on playing by ear and in developing a unique voice in each student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]