Contemporary education lists encouraging creativity as one of its more important missions. Creativity has intrigued numerous experts and, as a result of that, they have put it in the centre of their researches. However, it still can be said that creativity is insufficiently researched field. The intention of this paper was to examine and compare how pedagogists working in institutions and students of pedagogy define creativity, how creative do they think they are. Can they, or in other words, will they be able to use their creativity in their work, as well as, in which part of their work will they use it the most. The aim was also to examine if institutions in which pedagogists work and study encourage and reward creativity. The results confirm that it is not easy to clearly define the phenomenon of creativity, nonetheless, the fact that creativity is a capability of creating something new was highlighted in great numbers. Most of pedagogists in institutions and students of pedagogy estimate themselves as quite creative in their everyday life and in their (future) work as pedagogists. They also consider that they are (will be) able to show their creativity to the fullest extent by involving directly in educational process. As for encouraging and rewarding creativity at university and in institutions it has been shown that creativity is encouraged at universities and in institutions in which pedagogists work, although creativity at university is more rewarding.