To ascertain the effects of an instructional strategy utilizing structural design problems and an instructional strategy utilizing unstructured design problems, 86 eleventh and twelfth grade students with IQ scores in the upper and lower 40 percent of the school population were randomly assigned to two treatment groups. The treatments consisted of four structured and four unstructured design problems, and creativity scores were gathered from both treatments by administering the Torrance Tests of Creative Thinking, "Thinking Creatively with Pictures." A two-way analysis of variance was utilized to test the differences between mean scores of fluency, flexibility, originality, and elaboration of the two treatments and two mental ability levels. Analysis of the data failed to reveal a significant difference in mean scores of creativity between either instructional strategy or between high and low intelligence groups. There was also no significant interaction between treatments and mental ability levels. It was concluded that both high and low IQ students can achieve equally well in a situation calling for creative ideas, and that structured or unstructured industrial arts design problems can be used with both high and low IQ students. (Author/SB)