The purpose of this study is to explore creativity research trends and suggest instructional guidance in primary English education. To accomplish these objectives, researchers first examined 79 research theses and articles with four main categories of analysis: 1) research period and status, 2) subjects, 3) methods, and 4) topics. The results showed that the number of research articles has increased since the 2009 revised national curriculum which stated creativity directly for the first time. Among the various subjects, there were more studies on non-human subjects such as teaching and learning methods than studies on humans such as students and teachers. The most preferred method was quantitative research and the most-discussed topic was teaching and learning methods. Moreover, on the basis of literature research and researchers’ experiences, researchers suggested creativity instructions specifically in primary English in four aspects: 1) cognitive and language, 2) contents, 3) teaching and learning methods along with ongoing assessment and evaluation, and 4) teachers and environment. Teachers and researchers can reference these instructional guidance in planning and implementing creativity in primary English education. Above all, to enhance creativity education in primary English, teachers need to recognize clear creative guidance directions in language education and work with schools and local organizations as well as fellow teachers to ensure that creativity education is established in the field.