The purpose of this paper is to share the initial outcomes of a doctoral study about teaching for creativity in primary schools. The investigation inquired into how and why educators teach for creativity and implement creative processes in music, performing arts and generalist classrooms. The key outcomes discussed in this paper refer specifically to the perspectives and practices of 12 interviewed participants. The study was mixed methods in approach and adopted a pragmatic worldview. Data collection consisted of a survey and semi-structured interviews. The 12 interviewed participants comprised five classroom music teachers, five performing arts teachers and two generalists, drawn from eleven State primary schools across Melbourne. The outcomes of the investigation demonstrate that the purposeful fostering of children's creative development in the classroom environment is multi-faceted. The beliefs, actions, views and expectations of the educators contributed significantly to their teaching approaches. The 12 participants demonstrated a belief in the benefits of creativity for the development of children's life skills and individuality. These aspects formed a steady undercurrent which influenced their practices. The teachers promoted self-directed learning by establishing high-level motivation driven by the musical interests of the children and by fostering child-led learning in performance-focused music tasks. The shared perspectives and practices of the teachers in the study provides insight into teaching for creativity in the primary school setting and highlights the benefits of creativity as the gems on the path of a lifelong journey in music.