This chapter explores how the arts-based method of found poetry supported the examination of four English teachers’ views of their relationship with creativity, centred in their practice in a secondary school in England. The utilisation of an arts based methodology acted as a means to present findings, but also provoked further discussion in an interview process. After an initial recorded interview with each participant, a thematic analysis followed. Extracts containing key themes were then developed into found poetry. Participants were able to scrutinise the content of the transcripts and poems, before returning for a second interview, where creativity and the participants’ responses were discussed once more. The recursive, arts-based process supported deeper understanding, whilst eliciting further, vivid responses.