In the early 1900s more intensive investigation of human creativity began. Today there are many definitions of creativity, but it can still be said that creativity is an insufficiently researched field. One of the reasons why creativity is especially important in education is a contemporary approach which places the pupil at the centre of the teaching process and, by applying different contemporary strategies, a shift has been made from traditional knowledge acquisition. The primary purpose of this work is to explore and compare how primary teachers in school and the students of the Teacher Education Department of Split University define creativity and how creative they think they are. Moreover, the intention has been to examine whether the participants are able to use their creativity in their work, as well as in which part of their work they can use it the most. Furthermore, the aim has also been to examine if the educational process in which primary teachers work and study encourages and rewards creativity. On one hand, the results confirm that it is not easy to clearly define the term ‘creativity’, but on the other hand, most of the respondents agree that creativity is an ability. Therefore, it is interesting that most students consider themselves more creative in relation to primary teachers. Furthermore, the findings confirm a statistically significant difference in the estimates of the possibilities of expressing creativity between the students of the Teacher Education Department and general teachers in primary education. As for encouraging and rewarding creativity at university and in school, it has been shown that creativity is not sufficiently encouraged at universities and in school in which primary teachers work, although creativity at university seems to have proved more rewarding.