This study sought to investigate how students access and how teachers foster creativity in the curriculum and find solutions to student and teacher disengagement with creative alternatives to traditional assignments and assessments at a public school in the Northeast of the United States. The inability of many public school teachers to properly plan and assess creative curricula can unintentionally contribute to a lack of preparedness for students entering the 21st century workforce. Participants and data collected in Cycle 1 consisted of public high school students and combined middle and high school teachers who offered focus areas for requested support materials to increase creative learning and assessment. Action steps were implemented and evaluated in Cycle 2 to support students and teachers to strengthen opportunities for students to engage with and receive feedback on creative alternatives to traditional assignments and assessments. The materials developed during Cycle 2 were developed and tested by a Critical Friend Group formed by middle and high school teachers who met bimonthly over four months. Students and teachers provided critical feedback that assisted in the evaluation process. Evaluating the results of the action research study included a review of the materials developed by the Critical Friend Group through member checking, Plus Delta assessment, and an optional and anonymous student survey given after teachers presented materials. The study concluded that 64.3 % of high school students considered themselves creative, and 28.6% considered themselves creative. They were more likely to engage in creative options with flexible parameters and clear guidance and feedback. In comparison, 7.1% of students identified as not creative. Teachers and students often felt they lacked time, support, and understanding to confidently develop and assess creative assignments. Teachers valued a common language for creativity and creative materials. [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.]