With the drastic change in societal needs over the past several decades, there is no surprise that creativity has become a subject of heightened interest to the field of teaching (Plucker, et al., 2004). This qualitative study investigated the meaning of creative experiences according to K-6 administrators and teachers. This research aims to draw attention to in-service administrators' and teachers' conceptions of creativity; barriers preventing the integration of creativity within the classroom; and the role empathy plays in the creative process. To address components of phenomenology, in-depth semi-structured interviews were conducted with four administrators and eight teachers. Data was collected on selected participants' perceptions of school climate, leadership and preparedness to integrate creative and innovative thinking within their school. The findings revealed the implicit theories and beliefs of administrators and teachers, and the ways in which these beliefs and system barriers are hindering the development of creative practices within education. When investigating implicit understanding and use of creativity, the themes that arose included: holistic approach, flexibility in environment, motivation and instructional models. However, despite current beliefs surrounding creativity, administrators and teachers identified barriers hindering the integration of creativity to include: high stakes testing, curriculum, learning environment and leadership. These results have implications for educational policy as well as teacher education in higher education to best prepare educators for the use of creative practices. [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.]