Creativity is at the heart of both art and science, yet art is commonly viewed as more creative than science. A STEAM (science, technology, engineering, art, and math) approach to education has the potential to increase understandings about creative practices and dispositions that are common to both fields. In this paper, we examine how 5^th - 7^th grade girls attending a summer STEAM academy viewed creativity in both art and science. We draw on existing concepts of creativity, with a focus on the 4P framework (person, press, process, product) (Rhodes, 1961), to frame and explain similarities and differences in the girls’ notions of creativity. We found a number of similarities in views about creativity in art and science, as well as some important differences: Girls view creativity as it relates to art as associated with the person, while they more often view creativity as it relates to science as associated with specific practices or processes. Further, the girls viewed art, and creativity in art, as essentially an unstructured enterprise with no rules. We discuss the implications for STEAM instruction that can help support the development of authentic views of creativity in art and science, which in turn may foster interest and engagement with both fields.