The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model to preservice teachers. The study included 74 participants, 67 females and 7 males enrolled in an undergraduate educational psychology course in a Mid-western university. In a 2 x 2 full factorial design, participants were randomly assigned to either a treatment group or a control group in both classroom management training and creative problem solving training. Participants received one hour training in either creative problem solving or an alternate creativity treatment and 12 hours of classroom management training either before or after one of the creativity treatments. The covariates included were academic aptitude as indicated by self-report of the American College Test score, a fluent thinking score as measured by the Consequences measure, and domain-specific aptitude as indicated by the results of a course exam. The dependent variables were the gain scores between the pretest and posttest of the creative problem solving tasks for each of five components, (originality, usefulness, elaboration, application of creative problem solving, and application of classroom management). Both MANOVA and MANCOVA were conducted to determine any significant differences in scores on creative problem solving tasks among the groups. A significant difference was found between those receiving creative problem solving training and those receiving the control treatment on two factors of the creative problem solving tasks. The participants who had received creative problem solving training had lower scores on elaboration and higher scores on application of creative problem solving strategies. There were no other significant differences. This study aligns with previous research that indicates that creative problem solving can be taught. Implications are that a short, concise model of creative problem solving can be effectively taught to preservice teachers as a pro-active measure for enhancing preservice teacher creative problem solving skills. Future studies may need to include large populations and longitudinal studies to determine retention of knowledge and application of the training as teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]