For decades, creativity scholars have been interested in exploring the relationship between creativity and learning. Much of the empirical work in this area has focused on examining correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning. Few studies have examined the relationship between creativity and learning using a more tailored and domain-specific assessment. This paper proposes a new approach to studying creativity and learning using a newly developed Creativity and Learning in School Achievement Test (CLISAT). The first wave of a large cross-sequential study (N = 2,372), which uses the CLISAT is reported. More specifically, a continuum for conceptualizing the assessment of creativity and learning is introduced, the CLISAT validity and reliability are reported, and its relationship with intelligence and divergent thinking is explored. The CLISAT scores are also used to examine a variety of nuanced relationships between academic achievement and creativity in two academic domains (math and language). Implications for theory development and future research are discussed.