This research aimed to investigate teachers' perspectives on the space and place of creative writing within the primary school. To support understanding, a small ethnographic study was carried out using a mixed methods approach to collect teachers' opinions, using questionnaires, interviews and field notes. The findings demonstrated that teachers value the importance of child led writing, although there were constraints of teaching creative writing that arose through a project-led curriculum. It was found that there is not sufficient directed teaching time given to deliver the skills needed for the development of creative writing. The research concludes by highlighting the importance of reading, enabling children to produce high-quality child led creative writing, through using their imagination. Exposing children to a wealth of literature enables them to develop the skills subconsciously that are not being given the time to be taught.