Creativity is a central topic in the literature on giftedness, being a component of several models of giftedness. At the same time, the importance of the development of creativity as an objective of education has been increasingly recognized by scholars from different fields. This study investigates the relationships between perception of pedagogical practices for creativity, motivational orientations, and cognitive styles. Three hundred and sixty-five university students answered the Inventory of Teaching Practices for Creativity in Higher Education, the Assessment Scale of University Students’ Motivation for Learning, and the Scale of Styles to Think and Create. Positive relationships were observed between the four factors of the Inventory of Pedagogical Practices for Creativity and intrinsic motivation, and negative relationships between the factors of the inventory and extrinsic motivation. Significant positive relationships were observed between the factors of the Inventory of Pedagogical Practices for Creativity and the cognitive styles, named Nonconformist Transformer and Relational Divergent. Stronger relationships were found between intrinsic motivation and the cognitive styles Nonconformist Transformer and Relational Divergent, and between extrinsic motivation and the style Cautious Reflexive, besides a negative correlation between extrinsic motivation and the style Nonconformist Transformer. Implications and recommendations for education of all students, included the gifted, are outlined.