In this paper, roles of Turkish teachers in developing creative thinking skills of secondary level students is studied. The research is done with 12 Turkish teachers who is working in two secondary schools in İzmir. Data of the research is collected via using semi-structured interview based upon qualitative method, and content analysis is practiced while analysing the data. According to the findings that have been obtained from research, Turkish teachers who have taken part in the interview state that creative thinking skills are acquired belatedly, that environment and heredity plays an effective role and that the biggest responsibility is carried by parents in improving this kind of skills. Teachers think that it is their responsibility to model the students, to be able to create a free classroom environment and to provide the students with various kinds of activities in their classes. They also remark that while they reflect supportive manners to unusual opinions and different pers
Turkish education, creative thinking, teacher, student.