Implementing IEP components presents teachers with unique challenges in relation to teacher creativity. This qualitative descriptive study looked at how inclusive general education teachers describe their use of creativity when implementing successful IEPs using creative or novel approaches in the inclusive classroom setting in Arizona. The theoretical foundation for this study was Amabile's componential theory of creativity, which includes three creativity factors: (a) creative-thinking skills, (b) domain-relevant skills, and (c) task motivation. The research questions were based on the theoretical foundation of the study and were used as a guide for studying the phenomenon. Purposive sampling was used to identify 15 participants for this study. The data was collected using 15 individual semi-structured interviews and two-member checking focus groups composed of individuals who had taken part in the interview process. Data was then coded and thematically analyzed to answer the research questions. Findings revealed teachers' creative thinking to include independent thinking skills, the ability to generate new ideas, and flexibility. Their domain-relevant skills are described to include knowledge of students' individual needs, knowledge and use of teacher reflection skills, and lifelong learning opportunities. Finally, task-motivation was supported through a strong environmental climate and positive extrinsic motivators. Hindrances of task-motivation were reported through intrinsic and extrinsic factors. Task-motivation was found to be highest when teachers had positive extrinsic and intrinsic motivation. Further qualitative research exploring the influence of COVID-19 educational classroom restrictions on teachers' creativity components is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]