The author summarizes the results of 133 studies designed to test approaches to teaching children to think creatively. While acknowledging criticisms that most of the studies use performances on tests of creative thinking and other creative school performances as criteria, he contends that the evidence which they provide can be extremely useful to educators. The most frequently reported types of experiments emphasize: (1) teacher-classroom variables; (2) compiles programs involving packages of materials; and (3) modifications of the Osborne-Parnes training program in creative problem solving. The most successful approaches, based on the author's review, are: (1) those that emphasize the Osborne-Parnes program; (2) other disciplined approaches; (3) the creative arts; and (4) media-oriented programs. The author concludes that, indeed, successful approaches do exist which make it possible to teach children to think creatively. An extensive bibliography is included. (TL)