This paper draws on a recent study of teaching experiments in a Danish gymnasium (upper secondary school) context. The aim of the study was to afford students time to devise creative solutions to specific problems in each subject area. For the purposes of the study, abductive reasoning, applied to ordinary subjects in the classroom in a high school context, was seen as a driver of creativity. This rather conservative approach to teaching creativity at secondary school level can be contrasted with more radical, reform-oriented traditions within the field of creative education. The paper discusses the advantages of the conservative teaching approach in relation to promoting students' creativity in an upper secondary school context. [For the complete volume, "Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. Creativity Theory and Action in Education. Volume 1," see ED612145.]