Integrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M ± SD = 16.96 ± 2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: "act," comprising conscious and adaptable cognitive processes, and "flow," describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the "Big Five" scale with its shortened item battery to assess personality. We found that personal characteristics such as "conscientiousness" and "flow," "openness" and "agreeableness," and "extraversion" and "neuroticism" were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: "age" influenced "act" in younger male students and "flow" in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.