The authors investigated improvisational theater and the possibilities that it presents for reconsidering reading pedagogy, with a focus on discussions of reading. The authors conducted empirical, qualitative studies of improvisational practice and instruction and analyzed improv through the construct of worlding. In this article, the authors explore different dimensions of worlding, a concept that generally describes how ensembles make present and create unique events in time. Next, the authors offer a vision of reading discussions that emerges from rethinking and refeeling such discussions through forms of worlding found in improvisation. The authors conclude by offering five improv-inspired teaching practices for discussions of reading: (1) teaching as invoking the text, (2) teaching as exchanging offers, (3) teaching as attuning, (4) teaching as following lines of flight, and (5) teaching as activating embodied energy.