There is a global consensus that fostering of children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as one important pedagogical setting within which to develop creativity. Several studies have suggested however, that dance is seldom taught in PE and physical education teacher education (PETE) in ways that acknowledge creativity.At present, we know little about whether PETE teacher educators acknowledge questions of creativity in their teaching.Accordingly, the aim has been to generate knowledge of whether and how creativity is considered in PETE, with focus on dance teaching. This aim is achieved by studying how PETE teacher educators consider creativity in dance teaching. Data were collected through a qualitative interview study with PETE educators (n=8) from each of the PETE institutions in Sweden. The researcher used the theoretical concepts of experimentation and smooth and striated spaces by Gilles Deleuze (Deleuze, 1994; Deleuze and Guattari, 1987) to guide the analysis of the data. According to the preliminary findings: 1) The teacher educators place great value on aspects of experimentation in their teaching of dance. 2) The abilities that students develop are not predetermined but created during the students’ learning processes. 3) Teaching methods characterised by acceptance, openness and playfulness help smoothen the striated spaces of teaching and support teaching creativity in dance. The empirical material also shows challenges with addressing creativity in teaching, such as teacher eduators’ lack of time for teaching dance. This paper unravels benefits and challenges of addressing creativity in dance teaching in PETE.