The study aimed to examine the relationship between early childhood teachers' beliefs about good creative practices and their actual instructional practices; namely, characteristics of a creative teacher, environmental settings important for developing creativity, teaching strategies used for developing creativity, and criteria for judging creativity in children. The participants were 15 early childhood teachers from five early childhood settings in Hong Kong. Individual structured interviews and classroom observations were used to collect data. Results showed that most teachers held similar beliefs about good creative practice and these beliefs generally aligned with those suggested in the literature. Findings from the classroom observation revealed both congruity and inconsistencies between teachers' stated beliefs and their classroom practice. Their actual practices were a function of many influences rather than just their beliefs. The findings have implications for professional development programs and the implementation of creativity reform. (Contains 4 tables.)