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Abstract This study aims to analyze the implementation of pre-lesson reading activities and investigate the impact and constraints of pre-lesson reading activities on creative thinking skills. This qualitative research used a case study type. This research was conducted at State Elementary School 1 Karangduwur, Kebumen, Indonesia. Meanwhile, the subjects of this study were fifth-grade students. The researchers employed observation, interview, and documentation techniques to collect data. Then, data analysis was carried out by applying the interactive analysis steps from Miles and Huberman. The steps taken include data reduction, data presentation, and drawing conclusions. The results revealed that pre-lesson reading activities were implemented by maximizing the roles of principals, teachers, and students through monitoring, providing, mentoring, and evaluating programs. Through pre-lesson reading activities, the increased creative thinking skill results were obtained from four indicators (fluency, flexibility, originality, and elaboration), while the obstacles encountered comprised the limited number of readings, limited time, lack of educational content, lack of student experience, and low student understanding. These findings can be utilized as references and relevant studies for future researchers to conduct similar studies.

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