Designed to examine the cultural influences on creative development, the study analyzed imaginative stories by students from a segregated Negro school in Georgia and from a middle class white school in Minnesota. The stories were evaluated in terms of originality, interest, style, and pressures of divergency and conformity. The students were further compared by teacher ratings and by performances on the Verbal Creative Thinking Task. Statistical data is provided for the results showing poorer creative ability among the Negro students, and implications regarding cultural causation are indicated. (RD)