Abstract: Numerous researchers and educators have identified musical improvisation as a strategy with significant benefits for musical learning. Nevertheless, many educators are reluctant to use it due to insufficient preparation and skills. This study aims to assess the impact of a training programme designed to equip future teachers with tools and resources related to free or non-idiomatic improvisation. A single-factor withinsubjects design with repeated pre-post measures was employed, involving 36 students from a bachelor?s degree in Elementary education. Two questionnaires were administered, and three focus groups were conducted. The findings revealed: (1) a reduction in emotional discomfort and an increase in confidence and group cohesion; (2) a greater openness and inclination towards practices of exploration, experimentation, and deep listening; and (3) a shift from a traditionalist view of music to a stronger connection with contemporary music. These results underscore the necessity of further integrating improvisation into initial teacher training.

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