Creativity is an interwoven system, encompassing individuals, groups, society, culture, etc. The cultivation of creativity should also be systematic. In this paper, we integrated some creativity-relevant theories to generate practical advice on the challenges of supporting creativity within the classroom. Based on previous research on creativity, we put forth the “Butterfly Theory of Nurturing Creativity” to give a bird's eye view of nurturing creativity. In this theory, the core and premise of being creative are both to have creative impulses or creative dynamics (i.e., dynamic systems). We generalized the conditions supporting the dynamic systems into “two forewings” named capability and vitality (i.e., the supportive system). At the level of capability, creativity calls for general cognitive ability, multimethod enlightenment, attention to metacognition, and efficient knowledge information management. At the level of vitality, creative dynamics also relies on the satisfaction of basic psychological needs, the healthy development of personal traits, and reasonably supportive social interaction in an inclusively social and cultural environment. Besides, if an individual wants to fly freely in a creative life, he also needs “two hindwings” (conducting daily creative thinking and problem solving; forming creative habits and a creative personality) that should be constantly improved in daily life to adjust the balance (i.e., the regulating system). We argue that people who are creative show motivation to make novel and appropriate products in their domains of interest. Creativity cannot be taught unless teachers find ways to intrigue their students' creative impulses. Intrinsic motivation, like interest, is the greatest autonomous motivator. The key points of this paper are to find what the essence of interest or fun is and how to raise it. Combining theory with practice, this paper also shows a general way to activate fun or interest in the classroom.