A significant body of research points to the challenges faced by English teachers in balancing creative pedagogy with the demands of high-stakes testing. However, few studies have examined teachers' conceptions of the importance of creativity in the context of end-of-school examinations. This study addresses this critical gap by exploring the perspectives of secondary Australian English teachers on the value of creative learning experiences when preparing students for the Higher School Certificate (HSC) in the state of New South Wales. Given the recent implementation of the new Stage 6 Syllabus, this article offers insights into the scope for creativity in the revised Standard and Advanced English courses for Year 12 students. Drawing from teacher case studies, the findings indicate that despite teachers' belief in the importance of creativity, their time for creative teaching and learning has been limited by the demands of the former HSC syllabus. Teachers feel positively, however, about the increased space for creativity within the new Stage 6 English courses. This research will be useful for teachers as they transition into teaching the new English syllabus, prompting them to reassess the scope for creative learning when preparing students for the HSC.