The teachers’ creative thinking ability proves a key constructive element of creative atmosphere in class, which has been highlighted in the White Paper of Creative Education in 2003, by Ministry of Education, Taiwan. However, uncertainties remain regarding the cultivation of these teachers’ creative abilities. Questions litter: Is creative ability naturally born or consciously acquired? What could be the shaping conditions to build teachers' creative thinking ability? This study addressed the above enquiries by taking a case study from the perspective of 4P－Product, Process, Person, Press/Place－to gain better understanding about the empirical development of teachers' creative thinking in the field. Representative interviewees, both for their distinct gender and quality performance of creative thinking in two elementary schools, were selected, whereas a semi-structured interview recorded by 4 rounds of contact was carried out. After a comparative method in use that helped reach a summary, it was found that factors contributing to teachers’ creative thinking included training, life experience, observation, the “ask and think aloud” technique as well as the teammate brainstorming, etc. The important “others” that delivered impacts on the teachers-to-be might be their teachers, classmates, and stem families. It was also found that the creative teachers tended to exhibit positive personalities and keen interests in novelty. More significantly, supports from co-workers especially from superiors proved positively related to the development of creative thinking ability of teachers. Recommendations to the community of practice were also given in the end.