This chapter investigates the emergent creativity of a single mathematics project carried out across multiple years and contexts with students enrolled at a girls day school in the Northeast United States. Grounded in Sawyer’s (2011) scripts and improvisation framework around creativity in the classroom, the analysis proceeds by examining the workplace creative factors of Dul (2019) as reframed for the domain of mathematics. The result is a name graph project that serves as a proof of concept of ways in which scripts and improvisation can foster creativity across the three mathematics classroom factors identified here with students’ curricular context.