Teachers can use creative reading as a means for students to present new thoughts, emotions or concrete products. Creative reading should not be considered only as a reading activity and its multi-dimensional aspects should be addressed. This study aimed to evaluate the effects of primary school creative reading activities on classroom management in terms of teachers' views. The qualitative research was designed as a case study. The working group determined by purposeful sampling method was composed of 30 voluntary classroom teachers who carried out creative reading activities at the primary schools affiliated with Amasya Provincial Directorate of National Education and during 2020-2021academic year. Study data were collected using a semi-structured interview form developed by the researchers. Content analysis method was used in data analysis. It was found that creative reading had positive effects on classroom management in regards to eliminating, reducing or preventing unwanted behaviors, creating a positive climate in the classroom and increasing classroom communication. In this context, teachers who are the principal practitioners should be informed about the positive effects of creative reading activities to ensure that these activities are used more commonly. Studies on creative reading should be conducted more extensively in the context of its positive contribution to classroom management and especially the practical competencies of teachers, the main practitioners, should be improved.