This study explores how early childhood educators’ motivational approaches, specifically intrinsic and extrinsic motivation, affect the development of creativity among preschool children in the Klang Valley. Creativity plays a crucial role in early childhood development as it nurtures problem-solving skills, critical thinking, and emotional expression. Grounded in Self-Determination Theory and Vygotsky’s Sociocultural Theory. This quantitative research involved 108 preschool educators from public, private, and international preschools. Data was collected through a structured questionnaire distributed via Google Forms. A descriptive analysis, Pearson correlation, and multiple regression techniques were used to examine the relationship between motivational strategies and children’s creativity levels. Findings revealed that intrinsic motivation has a stronger positive influence on children’s creative development compared to extrinsic motivation. However, when both motivational strategies are applied in balance, they produce more effective creative outcomes. These motivational strategies should be used thoughtfully by educators. This study offers valuable insights for teachers, curriculum developers, and policymakers in designing motivational teaching practices that foster creativity in young learners. It highlights the importance of creating autonomy-supportive learning environments where children are encouraged to explore freely while receiving guided support from teachers to reach their full creative potential.