Mathematical creative thinking is needed by students to construct their thinking ideas in solving mathematical problems. Creative thinking processes can be stimulated through certain learning models, one of which is the Eliciting Activities learning model (MEAs). Learning motivation is one of the factors that can be the basis for students in developing mathematical creative thinking processes through the MEAs. In fact, the studies to investigate mathematical creative thinking processes in solving mathematical problems are minimal, especially in terms of high, medium, and low motivated students. This study aims to explore students' mathematical creative thinking processes through the MEAs for students who have high, medium, and low motivation. Through a qualitative approach, this research was conducted at SMP Inshafuddin Banda Aceh, Indonesia. The subjects were 5 students who were selected from 21 students based on the level of learning motivation (1 high, 2 medium, and 2 low), which were obtained from the results of a learning motivation questionnaire. Furthermore, at the end of every 4 times of the learning mathematics that applies MEAs, subjects are interviewed based on the rubric that meets the creative thinking rubric score. The results showed that the thinking process of students who had high learning motivation dominantly produced higher fluency and flexibility than students who had medium and low motivation. Apart from that, students who have high learning motivation are able to go through 4 stages of the creative thinking process, namely the preparation, incubation, illumination, and verification stages. Meanwhile, the thinking process of students who have moderate motivation is dominant to produce fluency and flexibility from students with low motivation. Moderately motivated students also go through 4 stages of the creative thinking process. Low-motivated students are only able to achieve fluency and only go through the preparation stage in the mathematical creative thinking process.