This article examines the learning experiences of 3 teachers of English as a Second Language (TESL) as they attempted to encourage productive thinking in 36 preservice student teachers by increasing creative, critical, flexible, and reflective thinking. They also sought to make the student teachers more assertive and less shy. These changes were attempted through a treatment cycle which incorporated sociodramatic techniques, encouragement towards independent thinking, self-expression, self-reliance and heightened self-esteem. Barriers to creative thinking included: (1) peer pressure; (2) authority pressure; (3) previous experience; (4) mismatch of teaching and learning styles; (5) examinations and assessment; and (6) feelings and fears. A discussion of the reactions of students to this intervention and its effectiveness follows. (MDM)