The perspective of creativity as rooted in difference opens up new questions for researchers and educators concerning the sharing of perspectives and, most importantly, the role of contradiction between perspectives within the educational act. While differences of perspective between students, teachers, or students and teachers, can be considered a precondition for the emergence of new and valuable ideas or practices, this condition is necessary but not sufficient. The process of engaging with difference in a productive or creative manner includes, being aware or, recognising, and valuing different perspectives, but this process itself doesn't explain how exactly novelty emerges in classroom settings. Furthermore, not any kind of difference fosters creativity under any circumstances. What type of difference is favorable for creative action in educational settings? The present chapter addresses this question based on a series of theoretically-informed empirical examples. [For the complete volume, "Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. Creativity Theory and Action in Education. Volume 1," see ED612145.]