The purpose of this study was to examine 197 Jordanian primary school teachers' creative personality, their beliefs about creativity, and creativity fostering practices. The researcher developed a questionnaire which consisted of three self-reported scales: teachers' creative personality, teachers' beliefs about creativity and teachers' creativity fostering practices. The results indicate that teachers' creative personality characteristics and teachers' beliefs about creativity are aligned with their perception of their practices for fostering children's creativity. In addition, gifted resource-room teachers, teachers from private schools and teachers with less than 10 years' experience were found to hold stronger and more positive beliefs concerning creativity than their colleagues working in regular classrooms or in government schools, and those with more than ten years' teaching experience. Moreover, teachers from private schools were found to have a more creative personality compared to teachers from government schools.