TO DETERMINE THE DESIRABILITY OF HAVING ITS OWN CREATIVITY COURSE, THE STANFORD RESEARCH INSTITUTE SURVEYED 43 ORGANIZATIONS ON THEIR PROBLEM SOLVING COURSES. FIFTEEN INDUSTRIAL CORPORATIONS, FOUR CONSULTING FIRMS, A GOVERNMENT AGENCY, A RESEARCH CORPORATION, AND NINE COLLEGES AND UNIVERSITIES RESPONDED WITH SPECIFIC INFORMATION ON COURSE LENGTH (HOURS) AND COMPLETION TIMES, COURSE TITLES, PERSONS IN CHARGE, PARTICIPANTS, PROGRAM TYPES AND CONTENT, AVERAGE COST AND CLASS SIZE, AND EVALUATION TECHNIQUES. ALL THE COURSES INCLUDED LECTURES, DEMONSTRATIONS, GROUP DISCUSSION, AND EXERCISES TO GET STUDENTS PERSONALLY INVOLVED. ALMOST ALL RESPONDENTS REPORTED AN EMPHASIS ON PRACTICAL WORK, WITH STUDENTS ACTUALLY SOLVING PROBLEMS, OFTEN OF THEIR OWN CHOICE. A FREE AND SUPPORTIVE ATMOSPHERE, ENCOURAGEMENT OF NEW APPROACHES AND POINTS OF VIEW, REMOVAL OF OBSTACLES TO FREE USE OF THE IMAGINATION, DEVELOPMENT OF SPECIALIZED SKILLS AND GREATER SELF-CONFIDENCE IN CREATIVE ABILITIES, AND INTELLECTUAL AND EMOTIONAL INVOLVEMENT WERE AMONG THE FACTORS CONSIDERED CONDUCIVE TO SUCCESS AS MEASURED BY QUESTIONNAIRES, TESTS, AND GAINS IN PRODUCTIVITY FOR THE PARTICIPANTS AND THEIR ORGANIZATIONS. THIS REPORT, WHICH APPEARED IN THE JOURNAL OF CREATIVE BEHAVIOR, VOLUME 2, NUMBER 1, WINTER 1967-68, IS AVAILABLE FROM SRI PUBLICATIONS, 333 RAVENSWOOD AVENUE, MENLO PARK, CALIFORNIA 94025. 19 PAGES. (LY)