Creativity is a complex and contested notion but is now widely recognised as a feature of learning across the curriculum. This article explores how primary geography teaching can be enriched by creative practice. It goes beyond simply suggesting imaginative ways to devise geography lessons, to outline a pedagogy which places children at the heart of learning. In doing so, it shifts attention away from the transmission of knowledge towards the process of learning. The failure of government reports to make the connection between geography and creativity, and the need for greater recognition of how creativity promotes learning through enjoyment, health and emotional well-being are highlighted.