If education is concerned with imagination, it is important to know how educators perceive the term. For this purpose, an attempt was made to categorize ways in which teachers conceptualize imagination. Responses were obtained in a survey from 120 teachers who were registered in a graduate course on creative thinking. Participants ranged in age from young adults to middle age and included both males and females who taught at all levels from elementary through college. They were given approximately ten minutes to write their definitions of imagination. A content analysis of their responses showed that, in varying proportions, they viewed imagination as: (1) a thought process (thinking/mental activity); (2) dreaming, fantasizing, mind-wandering, visualization; (3) the basis of creative thinking (uniqueness, fluency, flexibility, originality of ideas and products); (4) an ability; (5) beyond ordinary thinking (not limited by reality, personal inhibitions, or logic; a way of seeing ordinary things differently); (6) ideating; (7) an expression of individuality; and (8) a problem solving or inventing kind of process. (JD)