This study investigated teachers' pedagogical practices for developing creative disposition among pre-primary school children in Tanzania by drawing experiences from Dodoma City and Chemba District in Dodoma Region. It employed a qualitative approach and phenomenography design in which semi-structured interviews and focused classroom observation were used to collect data from 12 teachers who were sampled purposefully. Data collected were analyzed thematically. Findings revealed most teachers are limited in pedagogical knowledge and skills for developing creative disposition. Teachers' pedagogical knowledge and skills for developing creative disposition are paramount if the curriculum objective of creativity development is to be achieved. Therefore, the study recommends pre-primary teachers' empowerment to acquire appropriate pedagogical knowledge and skills for developing creative disposition effectively.