University level second language (L2) creative writing courses are widespread around the world. However, little empirical research has been done to document teachers and students’ experiences with courses whose main focus is to develop students’ creativity. In response, this case study was conducted to explore how an English native-speaking (NS) creative writing teacher and non-English majors at a Taiwanese public university evaluated an elective L2 creative writing course through the investigation of the teachers’ language ideology, assessment strategies, and learning activities. Data included the course syllabus, the teacher’s and the students’ reflection reports, and the students’ L2 creative writing portfolios. Through qualitative content analysis, it was found that this creative writing course did focus on teaching creative writing skills. Despite the NS identity of the teacher, in resonance with the spirit of the world Englishes pedagogical paradigm, the notion of conforming to NS linguistic norms and accuracy was not introduced to students. Lecturing, sharing, and workshopping were found to be effective learning and assessment activities, while students experienced the most difficulty with keeping a creative writing journal. We argue that creativity should and can be pursued as the main objective in English creative writing courses even by NS teachers. Lastly, implications for research and pedagogy were considered.