Creativity, a multifaceted construct involving mental processes, behaviours, and human endeavours' outcomes (Leikin, 2009), exhibits intriguing connections with outdoor experiences. Hunter-Doniger (2021) explored the dynamic interplay between creativity, autonomy, and play in forest schools. Though creativity was not explicitly measured, the study hinted at the conducive environment these settings offer for creative expression and learning. Harwood et al. (2022) further emphasized the significance of open-ended materials in natural settings for nurturing curiosity and creativity among children. Their comprehensive approach, utilizing observations, surveys, and dialogues, shed light on how outdoor environments stimulate creative exploration. Moreover, Kiewra & Veselack (2016) underscored the crucial factors in outdoor environments that support children's creativity and problem-solving skills. The study by Wojciehowski and Ernst (2018) demonstrated the positive influence of forest preschools on children's creative thinking. There’s a gap in research when it comes to the quantitative comparison of traditional preschools and forest preschools in terms of creativity in children. This thesis aimed to figure out whether attending a forest preschool influences how creative the children are. The research question was: Are children who have attended forest preschools more creative than children who have attended indoor preschools? This was done with a quasi-experimental design and the use of the Thinking Creatively in Action and Movement (TCAM) test in Luxembourg. The results show that overall, forest preschool children score higher on the TCAM, with the difference being more prominent after attending two years of preschool. Thus, this indicates that forest preschools could improve children’s creativity.