With the renewal of the program in 2012, the effective use of creative problem solving, which is one of the new methods, has been introduced instead of memorizing in English education. The views of English teachers on creative problem solving and its ınfluence are worth investigating. The aim of the study is to investigate the opinions of English teachers about creative problem solving and its impact. In the study, the case study design from the qualitative research design was used. In this study, criterion sampling method, one of the sampling methods, was used. The criterion in the research; is an English teacher working in public schools. The study group of the research consists of 10 English teachers working in public schools at primary and secondary education level in Aydın province Nazilli district. A semi-structured "Interview Form" developed by Önol (2013) was used as a data collection tool. Data analysis was done with descriptive analysis. According to the English teachers in the study group, creative problem-solving activities improve students' scientific process skills and achievements. It makes the lessons more effective and fun. Creative problem-solving activities should be given more space as they positively affect students' attitudes towards the English lesson. According to the results of the research, the English teachers in the study group encountered creative problem solving while they were studying at the university. She finds creative problem solving useful as it makes her English lesson fun and thought-provoking. He agrees that creative problem-solving activities should be included more frequently as they enable students to produce original solutions to problems in the English lesson and make the lesson fun. Based on the research findings, it can be suggested that English lessons should be based on creative problemsolving activities and more creative problem-solving techniques should be included.