Looking at earlier research, it can be concluded that a lot has been written about creativity, but no systematic work has been done to encourage creativity. It is important to know that the creative potential is hidden in every teacher and every student, but it is necessary to create conditions in which this potential will be developed and encouraged. Creativity has a special meaning in upbringing and education, and today there are many definitions of creativity, which actually tells us how mysterious this term still is. The education of teachers and future teachers is of great importance in the development of personal creative potential, but also in the training of teachers to stimulate the creativity of students. The creativity of the teacher is one of the main prerequisites for the development of a creative student, and the teacher must pay attention to what encourages and disrupt the student's creativity in class. Encouragers and disrupters of creativity in classroom teaching can be different, and this depends on several factors. Creativity is subject to many influences, which are even more pronounced in school conditions. This research investigated what encourages and disrupts students' creativity in classroom teaching and whether there is a connection between the degree of creativity and chronological age. Qualitative and quantitative methodology was used in the research, in the framework of which a creativity test and a group interview were conducted with students of the second and fourth grade of elementary school. The research was conducted in four primary schools in the Osijek-Baranja County. The results of the conducted research were that students of the fourth grade of elementary school are more creative than students of the second grade of elementary school and that the increase in chronological age does not reduce the creativity of students, and the encouragers and disrupters of creativity in classroom teaching were detected according to the students' opinion.