The purpose of this phenomenological study was to obtain insights into how creativity is (a) demonstrated in coursework and assignments, (b) addressed and fostered in the classroom, (c) affected by standardized testing, and (d) impacted by culture. These purposes were achieved by gathering qualitative data from a sample of 8 teachers and 8 students in a Chinese International Baccalaureate program. Research question 1 (RQ1) was as follows: How is creativity demonstrated in coursework and assignments? The answer to this question was that creativity was demonstrated by (a) going beyond directions, (b) applying multiple inputs to coursework and assignments, and (c) making unexpected connections. Research question 2 (RQ2) was as follows: How is creativity addressed and/or fostered in the classroom? The answer to this question what was creativity was addressed in the classroom by (a) encouraging novel connections, (b) applying experiences, (c) setting independent-thinking exercises, and (d) creating open-ended exercises. Research question 3 (RQ3) was as follows: How has standardized testing affected creative thinking and teaching? The answer to this question was that standardized thinking primarily (a) narrowed the range of expression and knowledge and (b) created pressures for conformity. Research question (RQ4) was as follows: How does culture impact creativity in education? The answer to this question was that culture impacted creativity in education by (a) stifling creativity through conformity, (b) defining the limits of creativity, and (c) expanding creativity through curiosity. These findings were held to support existing theories of creativity as being both an innate and a trainable phenomenon. Appropriate recommendations were offered for scholarship and practice. [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.]