The storyline approach is a group centred and cross-curricular teaching method focusing on the creation of a story and a fictive world in the classroom. The story develops by the pupils’ answers to different key questions, which represent tasks and activities. One of these questions often concerns the making of characters, which then are used throughout the story. The storyline approach has become a quite well-used method in first language contexts, but is less used in foreign language teaching, especially when it comes to the younger learners. This study will therefore discuss if the method could encourage pupils’ motivation for English language learning and if the creative aspects of the storyline approach may enhance the pupils’ English learning. The essay is a literature study, using scholarly studies of the storyline approach, young language learners, motivation in language learning and creativity related to language learning. By relating and comparing these studies, I find that the storyline approach may be used in English teaching for younger learners, that it may indeed be used to motivate pupils and that the creativity that the approach encourages may affect pupils in a positive way.