Effective teachers engage their students in multiple ways, and engagement reduces disruptive student behaviors. However, teachers consistently report struggling with classroom management, and their struggle has been linked to teacher turnover. Currently, there is a small but growing body of literature on the use of comedy techniques in the classroom. These techniques have been linked to teachers developing new methods to provide feedback to students, deliver course content material, and to help increase student creativity and engagement. Teachers do not need to be comedians in order to engage students. However, they may be able to draw upon the fundamentals of comedy to increase student engagement and successfully manage their classrooms. The purpose of this qualitative narrative study was to discover how teachers who are also comedians describe how the fundamentals of stand-up and improv comedy translate into their practice in the classroom, if at all. Specifically, this study focused on how teachers' use the fundamentals of stand-up and improv to engage students and manage their classrooms. The study was guided by the following three research questions: (a) What similarities do teachers who are comedians see between how they use stand-up and improv comedy techniques on stage and how they use stand-up and improv comedy techniques in the classroom? (b) How do teachers who are comedians use stand-up and improv comedy techniques to engage students in the classroom? (c) How do teachers who are comedians use stand-up and improv comedy techniques as classroom management techniques? The researcher conducted three, 90-minute, semi-structured interviews with five teachers who are also comedians. After re-storying and smoothing the data, the researcher created a narrative that each participant accepted. Analysis of the five narratives revealed four themes and eight subthemes: Family Influence, Comedy in the Classroom, the Impact of COVID-19, and Support for Comedy in the Classroom. The themes supported four results: (a) 'yes, and…' is a fundamental of improv that teachers who are also stand-up and improv comedians use in the classroom to help adapt to unpredictable and changing situations; (b) using comedy to build a rapport with students influenced student engagement and classroom management; (d) teachers did not learn (to apply) classroom management techniques in their teacher education programs; and (d) teachers are performers and every performer needs training, experience, and rehearsal. Based upon the results, the researcher offered conclusions, recommendations for practice for teachers and for teacher education programs, and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]