The technical engineering curriculum at most universities does not provide many opportunities for students to engage in the creative process. Given these limited opportunities to be creative, we hypothesize that engineering students' perceptions of themselves as creative individuals and their perceived value of creativity may change during their undergraduate careers. A longitudinal, pre/post-survey design was implemented to address the research question: How do engineering students' creative self-concepts and their perceptions about creativity change during their undergraduate careers? Results show that students' creative self-concepts did not change from the first-year to the senior year. However, students' perceived expectations of creativity behaviours in their engineering courses and the perceived personal and professional value of creativity were significantly lower in the senior year. The results of the study suggest that additional opportunities for students to engage in the creative process need to be more fully integrated within the engineering curriculum.