The purpose of this study was to explore the impact of design thinking instruction on the creativity of preservice teachers. Preservice teachers took part in a two-week unit on 3D printing as a part of their regular instruction in an educational technology course. The experimental group was introduced to design thinking instruction as a framework for the 3D printing content. The control group received typical 3D printing instructional activities. Both groups completed a culminating 3D printing lesson plan project. Two instruments were used to measure the impact of design thinking instruction on creativity. The first was the Teaching for Creativity Scales (TCS; Rubenstein et al., 2013), which measured the preservice teachers? creativity in teaching before and after the 3D printing unit. The Assessment Criteria of a Lesson for Creativity (ACLC; Tran et al., 2017) measured the creativity of the preservice teachers? lesson plans. Results revealed nonsignificant differences between groups on the TCS (creative press/person). However, the experimental group scored significantly higher on the ACLC (creative product/process). The inclusion of demographics in the analyses were not significant for TCS but showed positive significant differences for the experimental group with the control/ experimental condition and GPA on the ACLC. This study contributes to the limited quantitative literature relating to preservice teachers and creativity. Further, it also provides evidence for the use of design thinking as a method of improving preservice teachers? creativity, particularly in relation to creative process and creative products. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]