Children in the pre-school setting learn through the actions of a responsible adult in a prepared environment. Rogoff defined the role of the adult in arranging the learning environment and working with children in verbal and nonverbal activities to assist them in understanding how to act in new situations.1 This research examines how interaction between children and their teachers impacts on and directs children’s creativity when playing with Montessori sensorial materials. The research analyses this data using the Creative Problem Solving (CPS) framework and Rogoff’s model of social interaction.1 The research was conducted at one preschool in Riyadh, Saudi Arabia, and involved twelve five-year-old children (six boys and six girls) and two teachers. The methodology combines ethnographic, participant observation and cross-case-studies. The qualitative analysis reveals that social interaction facilitates creativity by assisting children in attaining more creative solutions. The results showed different methods employed by the children’s for framing and solving their own problems depending on whether they received guidance from an adult or not.