This article explores the teaching of English to speakers of other languages as an art, and as such, how teachers can engage in the creative process to develop their own teaching and encourage students to gain more meaningful and effective language skills. Drawing on the work of psychologists, art educators, and creative pedagogy, the writer details four stages in the creative process (Wallas, 1926/2014) and eight habits (Hetland, Winner, Veenema, & Sheridan, 2013) to practice within those stages to help all teachers identify, evaluate, and develop their creativity. A grammar lesson from the writer’s work as an ESL instructor in reading/writing for graduate students in art and design is used to exemplify how we can all become more creative and successful facilitators of language learning.