Creativity is an essential competence through which people can develop their potential to use their imagination to express themselves and make original and valued choices in their lives. The growing interest and concern in cultivating creativity has prompted much education reforms being undertaken in a number of countries, particularly Malaysia. Creative teaching and reflective practice are the two most important milestones that teachers aspire to attain. This study explores the role of Information and Communication Technology (ICT) in supporting the creativity process of a group of student teachers in a public university in Sabah. The use of ICT includes collecting relevant information or knowledge to scaffold the revision of existing ideas and development of innovative concepts and hence, possible innovations and inventions. The researcher identifies ten most important tasks for the student teachers where ICTapplication is most appropriate. This is to identify what ICT software is most frequently used and important for the creativity work of each student teacher. Then, the usage of ICT is mapped to the Loveless’s Model of Five Elements of Creativity (Loveless, 2002).The result showed that ICT plays an important role, as specified in the Model, in supporting the creativity process of student teachers while completing the ten important tasks. The study suggests that the Ministry of Education, universities or institutions of higher learning stress the importance of computer literacy education for secondary school students. The training should focus on data/information searching strategies via the Web, data arrangement, sorting and analysis (computational software) and graphical as well as presentational software. The training should preferably complete prior to the students entering the universities for further studies.