This article reports on an action research study that combined a process-product approach to improving learning with reflective practice. In Queensland, the school subject of senior secondary Visual Art is based on a state curriculum document that sets out standards against which teachers assess each student's creative ability. A pedagogy that supports the development of creativity is integral to student success. This action research centered around the explicit teaching of a cooperative learning model that set out to facilitate senior secondary students' creativity in art making. One of us examined her teaching for creativity while she implemented the model. The action research required Corcoran to examine her teaching for creativity when she decided to implement a particular model of cooperative learning. Through analysis of the evidence collected, Corcoran and Sim identify the process whereby Corcoran acknowledged the role of her assumptions about learners and content, in her pedagogical decision-making. As a result, the finding was that learning and teaching for creativity can be achieved successfully when teachers understand the nature of their own pedagogical reasoning.