This article explores how short form/comedic improvisational theater impacts the development of writing fluency. Students in all disciplines need to be able to purposefully write, however by the time students reach high school many have already given up trying to express even their own thoughts in free writing. Two quasi-experimental action research studies in two school districts, one urban and one suburban, were conducted to determine if the length of the students' writing would increase after exposure to a sequence of improv story-telling and story-writing games. Data analysis revealed that both regular education and special education populations showed increases in both their word and sentence usage. The article examines how improv's collaborative nature supported by the rule of "Yes, and…," may addresses deficits in both social-emotional and literacy skills that effect writing fluency.