This study aimed to investigate how pre-service child development specialists and pre-service teachers from different majors understand their creativity perceptions and how these perceptions could differ based on a range of variables. There were 316 participants selected with the convenience sampling method. Data were collected by using a demographic questionnaire and the Kaufman Domains of Creativity Scale (K-DOCS). Mann-Whitney U and Kruskal Wallis, and Spearman correlation were used to analyze the data. The findings revealed significant relationships between creativity domains and gender, previously taken creativity course, major, teachers' attitudes towards creativity, and strategy knowledge. However, there was no significant difference between creative domains and the most creative age teachers think, class standings, and teachers' attitudes toward negative behaviors. This study indicated the importance of the majors and their curriculum. Including creativity content in teacher training curricula is crucial to developing skills needed in the 21st Century.