A review is offered of Hong Kong's current education reform that sites a key role for "creativity." This key role leads us to ask "Creativity in the Hong Kong Classroom: what is the contextual practice?" To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom Observation Form [Furman, A. (1998). "Teacher and pupil characteristics in the perception of the creativity of classroom climate." "Journal of Creative Behavior," 32(4), 258-277]. The creativity potential of these teachers was then measured against the Creativity Fostering Teacher Index [Soh, K. C. (2000)." Indexing creativity fostering teacher behavior: A preliminary validation study." "Journal of Creative Behavior," 34(2), 118-134] and the Creative Personality Scale [Gough, H. G. (1978). "A creative personality scale for the adjective check list." "Journal of Personality and Social Psychology," 37(8), 1398-1405]. Their class students then completed the Chinese Creativity Tests [Wu, J. J., & Chen, F. X. (1998). "A study on the new creativity test." Taiwan: Education Bureau and Foundation for Scholarly Exchange]. Findings support and extend current understandings of both system and componential theory [Csikzentmihalyi, M. (1996). "Creativity: flow and the psychology of discovery and invention." New York: Harper Collins; Amabile, T. M. (1996). "The social psychology of creativity." New York: Springer-Verlag; Amabile, T. M. (1996). "Creativity in context." Boulder: Westview Press]. Instrument limitations and a need for interpretative cautions are discussed and their significance for further research indicated. (Contains 3 tables.)