This chapter explores critical creativity within the professional practice of language teacher education. Spaces for creative approaches to language teaching and learning are being squeezed out by a narrow instrumentalism which is apparent in classrooms and initial teacher education (ITE) programmes in England. The research project was undertaken by a modern languages (ML) teacher educator working with a group of student language teachers on a one-year post-graduate (PGCE) programme in a University in the North West of England. The programme prepares student teachers to teach French, German or Spanish at secondary level. The context for learning foreign languages in England presents particular challenges, most significantly concerning the motivational aspects of learning a language other than English (Enever, Globalisation and Europeanisation in education. Symposium Books, Oxford, 2009). This is often attributed to the perception that MLs are both difficult and unnecessary as English is widely spoken across the world. However, concerns have also been raised about curriculum content and the lack of creativity in current practice and the impact this has on student motivation. The project involved the co-construction of creative approaches to language teaching which might facilitate a more embodied, meaningful and enjoyable experience of language learning. The research explores the barriers student teachers experience in attempting to introduce innovations into the MFL classroom as well as possible ways to overcome them.