The role of teachers in fostering creative processes in children is essential. However, high stakes instruction and teaching to the test inundates our current classrooms. This study explores the relationship between ACT/SAT scores and creativity among pre-service teachers. One hundred eighteen undergraduate students identified as Education majors were given the Epstein Creativity Competencies Inventory (ECC-i). Their total creativity score and four different subskill areas were analyzed: Capturing; Challenging: Broadening; and Surrounding. The students' ACT and SAT admission scores were then compared with their scores on the Epstein Inventory. Those students with lower end ACT scores, scored higher on the creativity survey than students with higher end ACT scores. However, SAT and creativity relationships were not found. It is time to change the value that we are placing on testing and rethink the space and time allocated to classroom environments that allow for deep and critical thinking.