This research investigates the perception of five Afghan English teachers on creative teaching and its effects on students’ critical thinking skills. Qualitative research was used to gather the data to understand what Afghan teachers think of creative teaching, how they define it, and how they try to enhance students’ critical thinking skills through creative teaching and design a class that is more productive than a traditional class. The data was collected through interviews, and the teachers were randomly selected to get in-depth data. This study revealed the importance of creative teaching in developing students’ critical thinking skills. The results of the study suggest that creative thinking is highly effective in improving the critical thinking skills of Afghan learners. The findings benefit those who would like to improve and enrich their practice to facilitate educational involvement and engage students according to effective methods in teaching. Curriculum developers will benefit from this research since the paper provides information about the current situation of creative teaching in Afghanistan, the importance of learners’ development based on Bloom’s taxonomy, and how designing teaching-learning materials can affect students to develop critical thinking in language classrooms.