One of the fundamental goals and missions of education is to establish and strengthen a culture of critical learning—that is, to promote critical and creative thinking skills among students. The main objective of the present study was to identify the components of creativity in Swedish classrooms, using a thematic analysis approach. The researcher employed the Attride-Stirling (2001) model of thematic analysis, which includes global themes, organizing themes, and basic themes. The participants consisted of teacher education faculty members from Swedish universities. Accordingly, 14 teacher educators were purposefully selected. Based on their narratives about creativity in the classroom, ten themes were extracted: teacher interventions to foster students’ creativity, students’ mental stimulation, risk-taking, fluency, tolerance for ambiguity, curiosity, imagination, the relationship between creativity and school subjects, the place of creativity in Swedish teacher education, and assessment in Swedish schools. These themes were grouped under two overarching global themes: (1) the teacher’s role as a facilitator and (2) the dimensions of creativity in the classroom. According to the participants’ accounts, teachers in Sweden employed creative methods during their education and sought to nurture creativity in their professional practice. Swedish teachers pay considerable attention to the components of creativity in the classroom and strive to develop creative students. Based on these findings, it is recommended that curriculum planners in developing countries incorporate creativity components into curriculum content and teacher guides, thereby cultivating thoughtful and creative individuals.