The purpose of this qualitative case study was to explore strategies to overcome limitations to instructional creativity resulting from an emphasis on standardized test preparation in southeast Michigan. The target population for this study were elementary teachers who taught 4th grade with 5 or more years of teaching experience. Purposeful sampling was employed to solicit 15 teachers for the study through social media educator groups founded for the purpose of communicating about shared interests. Interview and demographic data were used to gather pertinent information from teachers who taught in public school settings to fulfil the purpose of the study. Interview responses were audio and video recorded via Zoom. The interview transcripts were thematically analyzed. Findings indicated teachers understood the necessity for standardized tests and that they serve as a tool to reveal student achievement for data purposes. However, the findings also indicated testing practices added pressure to teachers to achieve increased test scores. The findings' suggested teachers are concerned about the negative effect excessive testing has on students. In addition, the findings of the study revealed teachers believe instructional creativity is a benefit to students. Participants suggested it was a challenge to incorporate creativity in their teaching pedagogy because of pressures to prepare students for testing. Because teachers' evaluations are associated with students' test scores, the findings further revealed there was a need for teachers to focus on standards and test objectives to prepare students for testing. The findings presented in this study provide evidence for leaders and policymakers to modify educational decisions relative to standardized testing. It is recommended for educators to integrate creative instructional practices more fully despite testing demands. Future research should be conducted on the kinds of creative instruction that can result in the greatest learning gains for students. [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.]