The present study, adopting a mixed-methods design, mainly aimed at 1) examining the significant relationship between conceptions of intelligence, teaching motivation, and teacher creativity, 2) determining the best predictor of teacher creativity in conceptions of intelligence and teaching motivation components, and 3) exploring the teachers’ perspectives of the role of conceptions of intelligence and teaching motivation in teacher creativity. A total number of 130 teachers from secondary schools participated in this study based on criterion sampling. The results showed that there was a statistically significant association between conceptions of intelligence and teacher creativity as well as between teaching motivation and teacher creativity. Furthermore, the results revealed that the best predictor of teacher creativity was teacher motivation. Finally, following the coding reliability and agreement, seven common themes emerged from the teachers’ responses to the semi-structured interview questions. In the end, some practical implications are offered by EFL teachers and teacher educators.