The purpose of this paper is to provide a relatively consolidated and heuristic framework that educators can use to implement the teaching of creativity in the classroom. Toward this goal, the paper provides a review of what the marketing education literature has accomplished in the area of creative pedagogy, namely, including brief summaries of the various methodologies and tactics that have been employed. The larger MAP (metaphor, analogy, preinventive form) Model is presented, with component submodels discussed, the purpose of which is to provide additional guidance to instructors who wish to teach creativity within their courses. Two creative assignments requiring application of this model are described, including a rubric for scoring the assignments. Student scores on these creative assignments spanning six consecutive semesters in the principles of marketing course are presented and compared with other student learning outcomes. The conclusions are that given a minimal amount of class time devoted to creative instruction, students' creativity showed significant improvement. Furthermore, scores obtained on the creative assignments were not highly correlated with scores obtained on traditional exams. Recommendations are also offered, along with areas for future research.