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Creativity has long been emphasized as an essential skill identified and developed in classrooms by eminent psychologists. A high level of creativity is required to adapt to the changing world of innovation. University‐level students are privileged as they get multiple opportunities to learn creative skills. They are facilitated with autonomy and a creative environment. This study aimed to investigate the Psychometric Properties of the classroom creativity climate scale (CCCS) through confirmatory factor analysis (CFA) in the Pakistani context. The study involved 711 (males = 359, females = 352) Pakistani university students pursuing BS, MS/MPhil, and PhD degrees. Based on CFA, the proposed structure of the scale was confirmed, consisting of 22 items with a Likert‐type response set loaded on four variables: Teacher Support for the Expression of Student Ideas, Student Self‐perception about Creativity, Student Interest in Learning, and Student Autonomy. Alpha reliability coefficients range from.61 to.82 for the full scale. A comparison of demographics among different age groups and degree levels has been conducted. This scale is useful when investigating Pakistanis University students' perception of creativity, diagnosing the creative climate in the classroom, or asking the teachers for a creative environment inside the classrooms. Practitioner points: Adapting to the changing world of innovation requires a high level of creativity.Classroom creativity climate scale (CCCS) exhibits good psychometric properties for use in Pakistan and can be applied in other countries to assess the creative climate of classrooms.CCCS could be used to assess a student's self‐evaluation of creativity and their perception of the ability of their teachers to foster creativity. [ABSTRACT FROM AUTHOR]