Most jazz music contains some form of improvisation. Therefore, teaching improvisation, or spontaneous musical composition within a given context, remains an important task in music education. Discovering the neural processes involved in jazz improvisation might aid music educators who teach jazz improvisation and give researchers greater insight into overall creativity. Using functional magnetic resonance imaging to study jazz improvisers, researchers consistently found that the dorsolateral prefrontal cortex, superior temporal gyrus, premotor cortex, and pre-supplementary motor areas showed increased levels of activation when improvising. In this research to resource article, I suggest the role that each of these neural areas might play in jazz improvisation and how this knowledge might affect jazz pedagogy. Implications for music educators include the importance of creating a welcoming environment for students to experiment with jazz improvisation, developing efficient instrumental/vocal technique, and supporting the internal processes innate to improvisation.