Creativity continues to be an important goal for 21st century learning. However, teachers often have difficulties fostering creativity in their classrooms. Current creativity research suggests that the act of making can enhance the teaching of creativity. Hands-on engineering design lessons are ideal contexts for studying this effect. Through examining an after school science program in engineering design, this study reveals teacher assumptions about students' creativity and how classroom environments can nurture creativity. Teachers' beliefs emerge on continua of three distinct themes: making space for creativity in their classrooms, recognizing creativity in their students, and understanding the connection between hands-on activities and creativity in the context of engineering design. Suggestions for future research are discussed. (Contains 3 figures and 1 footnote.)