The purpose of this article is to propose a theoretical framework for creative education, which consists of three dimensions: initiation, operation, and content. I will first review the creativity literature in education, and then go on to demarcate three levels with several components that are necessary to a pedagogical practice for creative education from the perspectives of psychology. I then discuss the embedded attributes of this framework with further descriptions. Finally, implications for the implementation of the framework are also discussed. It is hoped that this work will encourage and enable more educators to take advantage of the existing literature and transform its insights into practice, thereby boosting students' learning.