This study investigates the critical factors that contribute to enhancing teachers creativity in the context of elementary science education. In an era where innovation and adaptability are paramount in education, understanding how to nurture and support teachers creativity is essential for fostering engaging and effective learning experiences for young learners. Drawing upon existing literature and empirical research, this study identifies key factors that influence teachers creative practices in elementary science classrooms. The research explores various dimensions that shape teachers creativity, including professional development opportunities, supportive school cultures, access to resources, curriculum flexibility, collaboration and networking, inquiry-based learning approaches, integration of arts and creativity, and reflective practices. Through a comprehensive analysis of these factors, this thesis aims to provide insights into how educators, school administrators, and policymakers can create conducive environments that stimulate and sustain teachers creativity in elementary science education. The findings highlight the significance of ongoing professional development initiatives that equip teachers with innovative teaching strategies and pedagogical approaches. Additionally, the study underscores the importance of fostering a supportive school culture that values experimentation, collaboration, and risk-taking, thereby empowering teachers to explore creative teaching methods. Furthermore, access to diverse resources, flexibility in curriculum design, and opportunities for collaboration and networking emerge as pivotal elements in promoting teachers creativity. Moreover, the integration of inquiry-based learning and the arts into science education is identified as a promising avenue for nurturing creativity among both teachers and students. Finally, the adoption of reflective practices enables educators to assess the effectiveness of their teaching strategies, identify areas for improvement, and generate new ideas, thereby enhancing their creative capacities over time. By synthesizing these key factors, this thesis offers practical implications for enhancing teachers creativity in elementary science education, ultimately contributing to the development of innovative instructional practices that inspire curiosity, critical thinking, and lifelong learning among elementary school students.