The development of creativity is parallel to the development and evolution of our culture and society, and researchers see creativity as the ultimate goal of education. Educators and researchers of design education believe that creativity can be developed in Design and Technology (D&T) classrooms at the secondary school level, as the design process in D&T relies on the development of novel, useful, and appropriate ideas. D&T is one of the best platforms to foster creativity, as it lends a kind of creative experience in realising objects which is distinctive from other subjects. However, the value of D&T at the secondary school level in Hong Kong is underestimated by the Hong Kong government, school administrators, teachers, parents, and other stakeholders. If creativity is important in education, there is no reason to neglect a subject which can foster creativity. This study investigates creativity and its roles in design education at the secondary school level. Its objectives are (i) to review and investigate how teachers, students, and policymakers understand creativity, (ii) to understand the practical issues in the design education classroom or school, (iii) to suggest possible methods for teaching creativity in design education, (iv) to identify the roles of creativity in design education, and (v) to identify the issues related to the cultivation of creativity in design education. Discussions of creativity are often related to four different areas: product, process, person, and environment. This study investigates these areas using a data triangulation approach. It begins by examining 46 exemplar design projects and their artefacts on the Hong Kong government website and public examination design projects on D&T syllabuses from 2005 to 2009. Thirteen interviews with Hong Kong teachers, students, and officers were conducted to understand issues of creativity in design education. This study finds that creativity is not fostered to its fullness in D&T. Some perceptions