When students are directly engaged in group activities, what factors make it more likely that group work will serve as a conduit to creativity? And--since working with groups means working with people--does the concept of "two minds are better than one" lead to greater creativity? An analysis of student teacher narratives uncovered six main, interrelated lessons for fostering creativity in classroom group activities: Provide a meaningful purpose for the group assignment. Provide class time for collective brainstorming. Refrain from imposing too many limits and boundaries on the expected outcome of the group activity. Teach students constructive conflict resolution skills at the outset of the assignment. Find a way to acknowledge the individual contributions of group members. Make yourself available to reassure students that they are on the right track. The six lessons reflect student perceptions of the value of group work in promoting creativity. (Contains 4 endnotes.)