Children are able to make greater gains in their early development when the teachers possess the necessary competencies to provide quality experiences (Litjens &Taguma, 2010). However, in Uganda, despite the existence of early childhood teacher education training, teachers still lack key creativity competencies to use learning materials to enrich children’s learning experiences (MoES, 2018). This study was conducted in two teacher training institutions located in urban-rural Uganda to examine how the Art World Design Thinking Process can be used to improve teacher material utilisation creativity in early childhood teacher education. A quasiexperimental design used a concurrent embedded mixed-methods design of nonequivalent groups (Bhattacherjee, 2012). The study worked with 64 participants from two cohorts, the control group and the experimental group. The treatment was a one-month experiment using the Art World Design Thinking Process. The data collection instruments used were the teacher creativity observation tool and the focus group interview guide. Quantitative data was analysed using a t-test for independent groups, whereas qualitative data was analysed using thematic content analysis.Results from the post-test data showed that teachers had developed personal creativity in material utilisation. In conclusion, the study shows that the Art World Design Thinking Process has the potential to improve the development of material utilisation creativity skills for early childhood teachers. The study contributes to the discussion on how the Art World Design Thinking Process can be used to develop teacher creativity in Early Childhood education.