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Creativity is a topic of research and discussion in the public education field because of its ambiguity, complexity, and the difficulty of supporting creativity in our standards-based education system. Creativity has been shown throughout the research to have potential for supporting student confidence, self-efficacy, and problem solving skills across curriculum. Creativity also supports diversity and empathy in students. The research fuces is to contextualize the process of adaptive creative pedagogy. The purpose of this paper is to use interpretive phenomenology to examine creativity through how teachers identify observable behaviors and actions that show creative thinking and what activities or strategies they feel engage students in creative thinking and behavior. This research will support creative pedagogy enactment in K-2 classrooms.