Research exploring beliefs about creativity has produced valuable findings regarding how individuals conceptualize creativity, yet, to date, there has been no systematic synthesis of this literature. As such, the purposes of this review were twofold: (a) to explore researchers' and teachers' conceptualizations of creativity; and, (b) to analyze and synthesize the results of the studies examining teachers' beliefs about creativity. To address these purposes, we analyzed peer-reviewed, empirical research studies of teachers' beliefs about creativity appearing in the published literature. Our analysis incorporated documentation of the studies' surface characteristics (i.e., topic, sample, design, and instruments) and identification of definitional patterns regarding the two key terms of the review namely creativity and beliefs. Based on our analysis of the reviewed studies, we propose a conceptual framework for beliefs about creativity, and overview conceptual issues derived from themes emerging in the relevant literature. Implications for instruction and research are forwarded. (Contains 4 tables and 1 figure.)