Creative writing offers a critical and innovative form of inquiry promoting integrative learning that transcends disciplinary barriers. Authors first provide an overview of the scholarship on creative writing pedagogy, its unique capacity to engage a range of knowledge domains, and its significance for honors education. They then offer primary examples of incorporating creative writing projects into two honors classes that bridge STEM fields and the humanities. Analyses of student reflections (n = 35) in relation to learning outcomes strongly suggest that creative writing helps students explore course concepts through several ways of knowing--critical, situational, and affective--while fostering new perspectives on these concepts, their interconnections, and their implications. The value of creative writing as a platform for self-directed and interdisciplinary learning within the transdisciplinary context of honors is discussed.