This study explores different conceptualizations of creativity within an educational setting, using textual coding and network mapping on data from a creativity-focused course. Two primary conceptualizations emerged: the Freedom-Possession and Playful-Adaptation conceptualizations. Each was associated with unique practices and elements of the Creative Landscape framework, providing insights into how educators can stimulate creativity in diverse learners. Findings suggest the importance of striking a balance between restrictions and freedom, using time constraints effectively, creating a conducive creative environment, and thoughtful use of scoring procedures in assessing creativity. This research offers significant implications for teaching and fostering creativity.