Creativity is a crucial skill for prospective teachers in developing innovative and engaging learning strategies. This study explores the factors influencing students' creativity in microteaching classes at UIN Ar-Raniry. Using a qualitative research approach with a constructivist paradigm, data were collected through semi-structured interviews with five English Language Education Department students participating in microteaching sessions. Thematic analysis was employed to identify patterns in students' creative teaching practices, challenges, and adaptive strategies. The findings reveal that students’ creativity in microteaching is shaped by various factors, including the integration of technology, peer interaction, lecturer feedback, time constraints, and institutional support. Digital tools such as interactive quizzes, gamification, and podcasting significantly enhanced students' engagement and learning experiences. However, challenges such as limited resources, lack of familiarity with innovative teaching methods, and strict time constraints hindered creativity. To overcome these obstacles, students adopted strategies such as flexible lesson planning, peer collaboration, and efficient time management. This study highlights the importance of a supportive learning environment in fostering creativity among prospective teachers. The implications suggest that universities should enhance teacher training programs by incorporating technology-driven learning, providing adequate resources, and fostering collaborative learning spaces. Future research could further examine the long-term impact of creative teaching strategies on students' pedagogical skills