Introduction: The study of personality traits in creative students in the educational setting involves identifying them and then adopting the right educational response to the different creative profiles observed. Our aim, therefore, was to analyze the relationship between personality traits and creative abilities, and to inquire into which personality traits define students with higher creative potential, in a sample of adolescents, based on the Big Five model of personality (Costa & McCrae, 1992). Method: The sample was formed of 178 students who were enrolled in compulsory secondary education in the Region of Murcia (Spain). Ages ranged from 12 to 17 (M = 14.59; SD = 1.40), and 49.3% were male. The instrument used to assess creativity was the TTCT (Torrance, 1974), and the instruments to identify personality traits were the BFQ-C (Big Five Questionnaire for children; Barbaranelli, Caprara & Rabasca, 1998), in its Spanish adaptation (Del Barrio, Carrasco & Holgado, 2006), and the NEO-FFI (Revised NEO Personality Inventory, reduced version; Costa & McCrae, 2008). To assess differences in personality, we made three groups based on their level of creativity (high, medium and low). Results: The results showed that three personality traits were related to creative dimensions: Extraversion, Conscientiousness and Openness. At the same time, the most creative people presented significantly higher scores in the following personality traits: Extraversion, Conscientiousness and Agreeableness. Discussion and conclusions: Creative abilities in general were somewhat related to the personality traits. In particular, Extraversion, Conscientiousness and Openness were the dimensions most related to creativity. Of these, Extraversion and Conscientiousness were the most distinctive of a creative profile. Similar results were obtained by Chamorro-Premuzic and Reichenbacher (2008), Furnham (2015), and Szobiová (2006).