Using the theoretical framework of embodied cognition, this study examined the effect of different theatrical rehearsal strategies on cued-recall memory of a narrative monologue. Participants were told to try to learn as much as possible about the character in their study of the script, but they were not told to memorize the material. All participants then engaged in a 30-min activity and then were given a cloze recall task, in which they were asked to fill in missing words in a written copy of the monologue. The 30-min activity varied across 5 groups: The Read-Only group performed an unrelated distractor task, the Writing group wrote out responses to 5 character-based questions, the Collaborative Discussion group discussed the same 5 questions in small groups, the Independent Discussion group used the small-group format (but only 1 participant was allowed to answer each question), and the Improvisation group dramatized the 5 characterization questions in small groups. As predicted by an embodied cognition model, the Improvisation condition had significantly more correct gist responses on the cloze recall task than any other group. Results suggest that the active experiential strategy of improvisation, in which the participants directly dramatize the action, is valuable in aiding memory. Applications to school learning and theater are discussed.