Scholarly literature is replete with suggestions for fostering creativity in both teachers and students; however, few articles exist where practitioners appraise these methods and generate theories of their own. After a semester of team teaching using a creative project-based learning (PBL) approach, we reviewed, through a mutual interview process, the theory that underpinned and resulted from our experiences in our English language learning (ELL) classrooms. Our experience with this approach confirmed previous findings on creative teaching, but also included unanticipated challenges and benefits, such as a greater need for feedback and an increased sense of empowerment and ownership in our students.