That creativity can play a role in learning seems clear. Indeed, creativity researchers and educational scholars have long asserted that theories of learning need to be broadened to include creative cognition. What is less clear, however, is the specific nature of that role. The purpose of this article is to introduce a new model of creative learning. The article opens with a brief discussion of previous work on learning and creativity. Next, a model of creative learning is introduced, specific assertions based on the model are discussed, and an example of how the model might be applied to classroom learning is presented. The article closes with a discussion of implications for future research on creative learning.