This article presents, through a Systematic Literature Review that analyzed a corpus of 70 publications—including journal articles, conference proceedings, and book chapters in Portuguese, Spanish, and English—a panorama of teaching creativity over the past decade and what has been considered indicative of a creative teacher. To address the central question of what it means to be a creative teacher, three secondary questions were defined: the first investigated the concepts of teaching creativity employed; the second analyzed the main convergences and divergences in the definitions of teaching creativity found in the studies; and the third sought to identify research gaps highlighted by the studies. The review revealed a diversity of approaches, methods, and understandings related to teaching creativity, but also highlighted relevant convergences and divergences for future research. There was a general recognition of the importance of creativity in the context of teaching and learning, with an emphasis on its relevance to critical and reflective teacher education.