Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching positive creativity, we provide examples from the inspirED program for secondary school students, which aims to build a more positive social and emotional climate through student-led creative projects. The four phases of the inspirED program--Assess the problems, Brainstorm ideas, Complete a project, and Debrief the project's impact--are mapped onto the four principles of teaching for positive creativity.