This article illustrates one way in which L2 teachers can learn to teach performatively. It explores the practice of theatre clowning in Steiner/Waldorf teacher education and ongoing teacher learning developed over the past 20 years and how it can help L2 teachers to develop performative teaching dispositions. L2 teachers have to be creative, imaginative, skilled in narrative and performative presentation as well as being spontaneously responsive to student needs and capable of improvisation in unexpected teaching situations. Theatre clowning has been previously studied in teacher development and this study affirms the outcomes of that research and adds the contribution of structured reflection to L2 teacher education and professional development. The study offers an initial theoretical account of theatre clowning and suggests that it can be a valuable contribution to performative L2 teacher learning, especially when supported by reflection.