This piece uses methods of nonrepresentational, narrative research to consider what an improvisational ethos might contribute to teacher education. The author tells and interprets stories from their career as a high school teacher, graduate student, and scholar in relation to the art of improvisational theatre in order to consider the possibility of an improvisational ethic in teacher education. The author offers an argument about what it means to be improvisational--both in terms of the work of teaching as well as conducting research.