The language classroom in the 21st century extends beyond language skills and components, like grammar, vocabulary, reading, speaking and listening. Students are required to acquire essential competencies deemed crucial in the 21^st century, which mainly include creative thinking, collaboration, and communication. Hence, fostering the development of these skills should be an integral component of education at all levels. This study seeks to address teachers' perceptions, practices, and challenges regarding the infusion of creative thinking skills in teaching English. The study employs an exploratory design to clarify the exact nature of the problem to be solved. Furthermore, the data are mainly qualitative as the aim of this study demands a qualitative inquiry. A qualitative survey questionnaire is used in order to assess thoughts, opinions, and experiences of the participants. A total of 82 Moroccan English language teachers from various educational levels are recruited to participate in this study. Thematic analysis is used to identify, analyse and report the occurrence of themes in the data collected from the field. The findings highlight both the opportunities and challenges faced by Moroccan EFL teachers in integrating creative thinking skills into their instructions, such as limited resources, rigid curriculum requirements, and large class sizes which hinder their efforts to integrate creative thinking skills into the classroom effectively. To this end, this study contributes to the broader discourse on language education by shedding light on the specific context of Moroccan EFL classrooms.