This study explored how participating in a faculty development course based on improvisational theatre affects college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and social interaction, the art of improvisational theater, and the practice of applied improvisation. Results indicate students of teachers enrolled in the improv class perceived greater levels of engagement in five key areas and passed their courses at a higher rate than students of teachers who did not participate in the class. Results also indicate that faculty perceive participating in an improv-related professional development course as beneficial to their ability to teach and engage students.