Despite ample research indicating creativity is valuable in creating a competitive advantage and enabling individual success in the global knowledge economy, there are still industry concerns about how adequately individual student's creative abilities are developed for the workplace (McCorkle, Payan, Reardon & Kling, 2007). In considering how well teaching practices can strengthen creative performances in classrooms, this paper details an action research project that investigates creative and critical thinking among an undergraduate cohort of marketing and public relations students in the School of Business, The University of Notre Dame Australia. In particular this study: 1) considers how business students understand creativity; 2) examines whether the performance of creativity can be enhanced through individual critical reflection on the nature and value of creativity; and 3) analyses how student's self-assessment data can extend teaching practice and improve curriculum design so business students can better meet industry expectations of creative skills.