This study examines the effectiveness of a four-stage conceptual change approach to creativity development in teacher education in the Emirate of Dubai, the United Arab Emirates. The participants were 32 student teachers studying at undergraduate level at an all-female university. The study examined participant preconceptions of creativity and how these conceptions changed during a series of workshops. Data collection methods were semi-structured interviews and written and photographic reflections. Findings showed that participant conceptions of creativity changed, as did their understanding of creative practice in early childhood education. New knowledge and notions were comfortably assimilated with prior beliefs. Student teachers became actively engaged in creative self-development and fruitfully explored creativity as an integral part of early learning. Insightful reflections showed promise for the practice of teaching for creativity.