For the past few years, language teaching, especially for foreign learners, has become more and more creative. Creativity has been deemed paramount in the history of language use by human beings, including day-to-day language play and literary works. It is also suggested that creative language tasks are helpful for learners when it comes to writing. This small-scale study involving two Indonesian university students in Auckland was conducted to find out how adult learners, at any rate, take advantage of imagination in language learning. It examines the role of internal constraints and fantasy element in helping adult learners create meanings in doing creative language tasks. The results show that these two components in creative language tasks could help adult learners play with language. By combining prior knowledge and existing linguistic resources, the participants came up with new meanings from previously known concepts which did not seem to relate to each other. Specifically, input and outcome constraints are useful, while external constraints should be left out. Fantasy element is also beneficial as it requires an act of imagining. For recommendation, to stimulate students to experiment with language, teachers need to design creative tasks which have appealing topics and require them to collaborate.