The purpose of this study was to explore how master jazz pedagogues and artist-level jazz musicians used pedagogical content knowledge to sequence their instructional methods when teaching jazz improvisation. Pedagogical content knowledge served as the theoretical framework for this study. To gain insights into how they used their knowledge when teaching jazz improvisation, I first sought to explore how they learned to improvise. For this study, an overarching research question “How did the participants learn to improvise in jazz?” aided me with contextualizing how they learned content and pedagogy when they began to improvise. Then, the following questions guided my investigation into how these participants used their pedagogical and content knowledge when they taught jazz improvisation: (1) How, if at all, did the participants’ curriculum knowledge influence their approaches to teaching jazz improvisation? (2) How, if at all, did the participants’ pedagogical knowledge influence their approaches to teaching jazz improvisation? (3) How, if at all, did the participants’ content knowledge influence their approaches to teaching jazz improvisation? In this study both the artist-level musicians and master jazz pedagogues all subscribed to an organic mode of teaching jazz improvisation, and not a one size fits all approach that many published jazz materials espouse. Most of these participants did not utilize an established curriculum for teaching, but rather relied on the knowledge of their students and their own content knowledge of what they know and how they learned for the best practices of teaching. Based on the pedagogical content knowledge they provided in this study, I devised a model for teaching jazz improvisation to undergraduate students. I organized this model by developing an eight-semester, or four-year sequence, of pedagogy and content for instruction. For each academic year, I present a description of what I learned from the participants, and how this pedagogical content knowledge can be used with students to learn how to improvise in jazz. I then present a two-semester outline (one academic year) that demonstrates how the pedagogical principles and content knowledge shared by the participants in this study can be sequenced. Each of the participants in this study taught their students based on their own content knowledge and the knowledge of their students. In order to teach jazz and jazz improvisation, preservice teachers need more than just a casual experience with jazz pedagogy, and should look to increase their own content knowledge in the area of jazz through both formal and informal educational opportunities. Furthermore, the scope of this study was limited to world renowned jazz musicians and educators who taught at the university level and only considered the perspectives of jazz educators. Additional studies could focus on active school music teachers who identify as jazz educators or could involve researchers studying the perspectives of the students regarding how they learn pedagogy and content and how they use/retain this knowledge with improvisation. Keywords: jazz, jazz pedagogy, jazz improvisation, pedagogical content knowledge, jazz education