There is a popular myth that mathematical creativity is a trait possessed by a small group of people. This is perpetuated by the lack of understanding of what influences mathematical creativity, especially in the classroom. In particular, professional mathematicians often name aesthetic experiences as a critical aspect of their mathematical creativity. Therefore, this study examines aesthetic dimensions of episodes of student creativity from the high school classroom. Several types of aesthetic experiences arose across the episodes. Students were motivated to take creative action by experiences of mystery or discomfort. Furthermore, in some instances, taking a creative action was accompanied and propelled by a sense of craziness or satisfaction. [For the complete proceedings, see ED630210.]