Creativity is a task-specific construct that exhibits diverse characteristics depending on the context it operates in. Currently, there is little consensus on how creativity can be defined and taught within STEM education. In this study, mathematics teachers' beliefs about STEM creativity and their pedagogical approaches to teaching creativity within a novel STEM creativity framework have been explored. Results show that mathematics teachers have a variety of beliefs and practices about creativity that can be grouped into four pedagogical themes: exposure, exploration, experimentation, and execution.