The purpose of this study was to quantify the relationship between pre-service teachers' spatial visualisation skills and their mathematical creativity through problem-posing tasks. A group of 62 pre-service teachers completed the Purdue Spatial Visualisation test and took the mathematical creativity test through problem-posing tasks. Pearson's product-moment correlation coefficients in SPSS-28 were employed to find the correlation between pre-service teachers' spatial visualisation skills and their mathematical creativity (i.e. fluency, flexibility, and originality) through problem-posing tasks. Results showed a moderate to high correlation (r = 0.523) between pre-service teachers' fluency scores and their spatial visualisation scores, and this correlation was statistically significant (p < 0.05). Similarly, the results showed a high correlation (r = 0.619, p < 0.05) between pre-service teachers' flexibility scores and their spatial visualisation scores. However, the results also revealed a weak correlation (r = 0.218) between pre-service teachers' originality scores and their spatial visualisation scores (p = 0.240). Possible explanations for these correlations in relation to existing studies about mathematical creativity and the implication for future studies are provided.