This paper discusses how design thinking was used in a one-semester education course at the University of Calgary with secondary school prospective teachers of different disciplinary backgrounds and high school subject specializations. It presents some key characteristics of design thinking and their relationship to creativity and students’ learning. It shares ways in which a sample of the student teachers engaged in design thinking, which stimulated their creativity and resulted in new thinking that included the development of classroom instructional strategies and products to support creativity in students’ learning of mathematics and science.
