This article presents the details and findings of a mixed-methods study that explored Scottish primary sector headteachers' enactment of creativity through a Complexity Leadership Theory lens. Although policymakers emphasise the importance of headteachers and their impact on school improvement, there is a growing need for headteachers to enact and effectively nurture school-wide creativity if they are to overcome complex challenges brought about by today's political, social and economic environments. In response to the research question 'To what extent do primary headteachers perceive their role as being creative?', this article reports on 23 surveys and 11 semi-structured interviews undertaken as part of a larger study. Whilst our findings suggest that creativity is enacted to some extent by the headteachers, the evidence goes beyond this and identifies social intrapreneurship emerging. The concept of social intrapreneurship within education appears to be unique to this study. We identify social intrapreneurs as individuals who demonstrate creativity, resourcefulness, collaboration and determination and are growth-oriented within bureaucratic constraints. We conclude by discussing how social intrapreneurship is a valuable concept for headteachers and policymakers alike.