Schools have poor reputation among creativity researchers. Teachers' biases and implicit theories, disruptive behaviors among creative students, and the equivocal pattern of the relationship between creativity and school achievement all contribute to this fact. This chapter presents a new typological model of creativity and demonstrate how this model and its categories may be useful in understanding different, often contradictory, findings present in the creative education literature. [For the complete volume, "Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. Creativity Theory and Action in Education. Volume 1," see ED612145.]