Improvisational theatre activities can be used as a tool for developing interactional competence in a language classroom. The unpredictable nature of improvisation resembles authentic communication, as it requires topic negotiation, spontaneous reactions and cooperation. The present article examines the student perspective on improvisation, which helps gain a better understanding of how this teaching tool should be implemented in practice. The study reported here is part of an action study conducted with a group of Polish secondary students learning French who participated in improvisational activities in French over a period of three consecutive semesters. During group interviews at the end of the project, students were asked about their opinions on improvisation in a language classroom. Analysis shows students perceive improvisation as beneficial for their interactional competence, as it allows them to use the target language in life-like situations and enhances their perceived self-efficacy. Obstacles encountered by students are insufficient linguistic competences and stress related to public speaking. Students also provide valuable suggestions concerning the implementation of improvisation in a language classroom, which in their opinion should be introduced slowly, starting from ludic activities. They also consider the teacher's attitude an important factor in overcoming socio-affective obstacles to improvisation.