The purpose of this qualitative descriptive study was to explore how general education elementary teachers who teach special education students in their classrooms in California described their use of pedagogy, innate qualities, and classroom culture to develop creative teaching practices. This study was guided by Cremin's theory, the three dimensions of creative practice. 18 participants participated in individual interviews or focus groups. Nine themes emerged from the data. Participants described the use of pedagogy to develop creative teaching practices as flexible, requiring resourcefulness, structure, and engagement. Participants described the use of innate qualities to develop creative teaching practices as flexible, taking risks and creating risk taking environments, and using their personal qualities. Participants describe the use of classroom culture to develop creative teaching practices as flexible, by creating and practicing classroom culture, and building relationships. Finally, data emerged regarding factors that were noted that make teaching special education students more or less challenging for general education teachers who teach special education students in their general education classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]