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Can fostering mathematical creativity explicitly in a calculus I course impact students’ mathematical identity? As a part of a larger research project exploring this question, a quantitative research study was developed to explore six aspects of student mathematical identity along with student perception of creativity-fostering instructor behavior. Analysis of pre- and post-semester survey data indicated that the instruments measuring aspects of student identity had strong reliability and good structure validity. Correlational analysis of the six aspects of student identity provided evidence that students’ views of mathematics as a creative endeavor impacted the formation of self-efficacy in mathematics. The instrument measuring creativity-fostering instruction demonstrated low reliability and internal inconsistencies. Methodological issues related to measuring creativity-fostering instruction and directions for future research studying creativity-fostering and student identity are discussed.