There is a widely held belief that the most important thing to be learned within the creative classroom is how to be creative, innovative, or inventive. A participatory understanding of creativity, however, takes a difference stance and instead suggests that one of the primary outcomes of engaging within the creative classroom is learning how to participate in creativity. The difference between to be and to participate may seem semantic, but this shift in understanding can in turn have major effects on how learning experiences may be designed to engage the widest array of young people in the process of invention and innovation.