This study examines street performing arts students' responses to using improvisation for teamwork during a first year, non-placement, work-integrated learning (WIL) experience. The aim of the study was to investigate: (1) students' perceptions of improvisation and (2) ways in which to design teamwork assessments that utilise improvisation. Data was collected through surveying students and via a recorded, focus group discussion. The results highlighted students' understanding of how improvisation works, how it is learnt and that it requires risk taking. From the findings, specific recommendations for designing teamwork assessments that utilise improvisational processes are made via a three-stage model. While the three-stage model presented in this study is intended to advance the field of performance arts education research, the findings are relevant to learning and teaching where improvisation for teamwork is offered.