This article reports on an action research 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 therefore. 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 used action research to examine her teaching for creativity while implementing a particular model of cooperative learning. Through analysis of the evidence collected, we identify the process whereby she acknowledged the role her assumptions about learners and content played in her pedagogical decision-making. The finding was that learning and teaching for creativity can be achieved successfully when a teacher understands the nature of their own pedagogical reasoning.