This mixed methods case study dissertation research aimed to examine specific characteristics of general education teachers (non-arts-based, non-gifted-education-based) related to how teachers foster creative classroom ecologies in their traditional classroom environments. The targeted characteristics involve two dimensions potentially related to fostering creative classroom ecologies: 1) levels of nine creativity-supporting behaviors (evaluation, flexibility, frustration, independence, integration, judgment, motivation, opportunities, and questions; Cropley, 1995; Soh, 2000), and 2) measures of intrinsic motivational factors as elements of self-determination theory (competence, autonomy, and relatedness; (Reeves et al., 2018; Roth et al., 2007). These dimensions were collected via quantitative online surveys (Phase One) with 25 public middle school teachers. Clustering techniques guided the statistical analysis of patterns found in the survey responses. In Phase Two, eight of the 25 teachers were interviewed using a semi-structured format and a card-sorting task to uncover contextual factors to deepen the quantitative results. Phase One and Two were integrated to create profiles relative to such creativity. Implications, applications for pre- and in-service teachers, and recommendations for future research addressing fostering creative classroom ecologies are also discussed. [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.]