In this article, the author describes how she came to a better understanding of her own relation to her feminist pedagogy and identity as a teacher by allowing herself to feel the discomfort of improvisation. She struggles to find balance between the institutional demands of a large, public university and the needs of her students, which can conflict. Her goal is to balance these two demands and to make a space for students to come together, not only to learn the particular subject but also to create communities that can make change. She had to learn to trust herself and her students. By being open to the discomfort that improvisation creates, however, she managed to teach herself and her students about moving beyond the classroom and into the everyday, taking their experiences together forward and using their knowledge gained to create change.