The definitions of creativity in scholarly literature are as manifold and diverse as the perspectives behind them. Given the complexity of the term, different approaches have been entertained over time and creativity remained an attractive subject for many psychologists and pedagogists, who still attempt to understand its meaning and function in the lives of people in general and the student population in particular. The mastery of English language represents an advantage in the time of rapid changes resulting from the advances in information and communication technology. When foreign languages are at concern, with English especially, it is undeniable that English language skills constitute one of the key competences that the student population has to acquire in order to improve their chances not only in the realm of education, but in the labor market as well. The goal of this research is to determine possible differences in self-assessed creativity, assessed creative expression and assessed pedagogical value of stimulating creativity in the context of English language teaching between the teachers of English language on the one hand and the students of English Studies (Teacher Education) and the students of Teacher education with an English language module on the other hand. The results of this research demonstrate that both groups hold a positive assessment of their creativity both in everyday life and in the (future) job as English teachers. Apart from that, both groups display the same understanding of the possibilities they have for expressing their own creativity in English language teaching. Also, both groups stress the importance of stimulating student’s creativity during English classes, arguing that it makes the process of language learning easier.