in this study, the relationship between teachers’ creative and critical thinking skills and their reflectivity in teaching was investigated. to this end, three questions were raised. these questions were intended to determine whether there was a significant relationship between teachers’ creative thinking skills and their reflectivity in teaching; whether there was a significant relationship between teachers critical thinking skills and their reflectivity in teaching; and whether there was a significant difference among teachers regarding the effect of gender, experience, and educational degree on their creative, critical, and reflective thinking skills. two hundred and three iranian efl teachers participated in this study. their reflectivity scores were calculated through shokris (2012) reflectivity questionnaire; their creative thinking skills was measured by abedi (1996) creativity test; and their critical thinking scores were calculated through the facione and faciones (1990) california critical thinking skills test form b. correlational analyses were run to investigate the first two questions. the results revealed a significant relationship between variables; namely, reflective, creative, and critical thinking skills; therefore, the first two null hypotheses formulated in this study were rejected. a manova was run to investigate the third research question. the results revealed that there is a significant difference among teachers regarding the effect of gender, experience, and educational degree on their creative, critical, and reflective thinking skills. the results of analyzing observational checklists and interviews also supported those obtained from questionnaires. because of the correlation between iranian efl teachers creative and critical thinking skills and their reflectivity in teaching, it can be contended that training reflective, creative, and critical teachers is very important. in fact, teachers development of creative and critical thinking skills can help them in developing their reflectivity in teaching which can lead to the improvement of the quality of their teaching.