This instrumental mixed methods case study investigated Grades 3-5 classroom teachers' perceptions of teaching for creativity and the effects of a researcher-developed, one-day, online professional development creativity module intervention within a suburban school district in south-central Pennsylvania. Creativity has been identified as a sought-after skill by employers in the 21st century and is significant in developing an individual's self-actualization. Yet teaching for creativity remains largely unpracticed in Grades 3-5 education. Teachers' lack of knowledge on teaching for creativity, their perceptions and misconceptions regarding creativity, and educational systemic constraints may inhibit teachers' ability to teach for creativity. It is, therefore, important for Grades 3-5 teachers to engage in professional development to potentially provide the knowledge and skills that can enhance their perceptions and ability to teach for creativity. The foci of the study were the Teacher Participants' perceptions of teaching for creativity pre- and post-participation in the creativity module intervention. Utilizing a sequential explanatory mixed-methods design, quantitative measures, including a pre- and post-intervention survey, and qualitative measures, including one-to-one interviews, were administered in two phases to explore the extent to which any perceptions changed, and what aspects of the researcher-developed professional development creativity module intervention the teachers attributed any perception change. The findings of this case study suggest a positive change in Teacher Participants' perceptions regarding teaching for creativity after engaging in the one-day professional development creativity module. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]