THE OBJECTIVES WERE TO DETERMINE THE EFFECT OF TEACHERS' ATTITUDES TOWARD CREATIVE THINKING ON THEIR EVALUATIVE BEHAVIOR IN THE CLASSROOM AND ON THE CREATIVE THINKING OF THEIR PUPILS. FURTHER OBJECTIVES WERE TO ASCERTAIN THE EFFECTS OF VARIOUS KINDS OF EVALUATIVE COMMENTS ON THE IDEAS OFFERED BY STUDENTS, AND TO DETERMINE WHETHER OR NOT SUGGESTIONS FOR IMPROVEMENTS OR CRITICISM OF DEFECTS SHOULD BE STRESSED IN TRAINING INDIVIDUALS TO EVALUATE THEIR OWN CREATIVE PRODUCTS. TWO GROUPS OF TEACHERS WERE THE SAMPLE--(1) THE EXPERIMENTAL GROUP WAS GIVEN A SERIES OF INSERVICE TRAINING SESSIONS AND A MANUAL CONCERNING THE EVALUATION OF CREATIVE THINKING IN THE CLASSROOM, (2) THE CONTROL GROUP WAS NOT TRAINED. PUPILS IN BOTH GROUPS WERE ADMINISTERED TESTS OF CREATIVITY AT THE BEGINNING AND END OF THE EXPERIMENT. QUESTIONNAIRES WERE ADMINISTERED TO TEACHERS AND PUPILS TO PROBE CREATIVE ATTITUDES, CRITICAL ATTITUDES, AND PERCEPTIONS OF EACH TEACHER'S EVALUATION BEHAVIOR IN RELATION TO CREATIVE THINKING AND ACTIVITIES OF PUPILS. GRADES 1-6 WERE GIVEN TASKS REQUIRING CREATIVITY AND INVENTIVENESS. COMMENTS ON DEFECTS, IMPROVEMENT NEED, AND CONSTRUCTIVE POSSIBILITIES WERE COLLECTED, ANALYZED, AND COMPARED, RESULTS SHOWED THAT--(1) THE INSERVICE EDUCATION EXPERIMENT WAS INCONCLUSIVE THOUGH SUCCESSFUL IN MANY WAYS, (2) TEACHERS DO INFLUENCE THE CREATIVE THINKING OF STUDENTS, AND (3) THE STUDENTS' EVALUATION OF THEIR OWN CREATIVE PRODUCTS IS OF VALUE. (GC)