This article addresses the question of whether and how creativity is important in children's lives in relation to creative expression in school, with a focus on the Danish educational system. It starts by outlining different conceptions of creativity: the first generation view considers it largely innate and specific for a selected few; the second generation perspective 'democratizes' creativity and emphasizes the fact that we can both teach and learn it. On the background of this latter approach, we analyze the common claim that schools can 'kill' creativity and the implications of this assertion. This leads to a consideration of the implicit and explicit epistemological and ontological assumptions behind creativity theories and the realization that adopting a 'romantic' view of what it means to create can actually be counterproductive in a school setting, at least for some students. An invitation to engage with creativity critically and reflectively in education is offered towards the end.