We argue in this article for greater role for improvisation in the music classroom. Based on an extensive examination of scholarship about improvisational practices, we propose three conceptualizations--ability, culture, experience--that can serve to guide the teaching of improvisation. When considered as an "ability," improvisation is a creative aspect of overall musicianship; considered as "culture," improvisation is a distinctive way to understand specific musical practices; finally, considered as "experience," improvisation is a distinctive way of being in and through music that reflects the fact that the act of living is largely improvisatory. Although we see merit in all three conceptualizations and provide pedagogical examples to support each in turn, we conclude that the last of these holds the greatest potential to positively affect school music classrooms.