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This thesis first and foremost investigates how entrepreneurial teachers today work with teachingcreativity to young entrepreneurs, at upper secondary level in Sweden. To then come toconclusions on how to improve and developed teaching of creativity in young entrepreneurs. Forthat purpose, this thesis, has the following research questions.Research question 1; How UF (entrepreneurial teachers) use creative tools today?Research question 2; How the learning of creative tools can develop in the future?The method of investigation used in this thesis is a “semi-structured interview” where sixdifferent respondents where interview two at time, separately, the process took a month to becompleted. These six respondents are teachers working in three different high schools in theMälar region of Sweden. The duration of each interview was between 20-30 minutes, theseinterviews were then analyzed, transcribed, and categorized.The answers were then analyzed by the authors and categorized with connection to the theoriesthat have formed the basis of this work. The empirical evidence could then be fed into a tablethat showed the similarities and differences in the working methods between the variousinterviewed respondents. This is to make it easier for the reader.The results of this work show that UF teachers today use creativity as a tool during the businessidea phase of UF entrepreneurship. After this phase, entrepreneurial teachers no longer see anypurpose in teaching creativity to entrepreneurial students. The authors of this thesis concludedthat creativity does not lose its value or utility after the idea generation phase ofentrepreneurship. The current way of teaching creativity creates an environment where creativityis "strangled" and there is no free space left for innovative thinking. The authors associate thislack of innovation to a lack of communication between the UF teachers and therefore the authorscall on the UF teachers to collaborate 3 times per business year.The exam