This study was primarily concerned with comparing the performance of two groups of students on the Scientific Curiosity Inventory, the Scale of Attitudes Towards Science and Scientists, and the Torrance Tests of Creative Thinking, Figural and Verbal. The group designated as the experimental group had experienced only the Science Curriculum Improvement Study (SCIS) curriculum for six years, and the control group had experienced only a conventional textbook curriculum for six years. The Mann-Whitney U statistic was used to compare scores. The chi square statistic was used to analyze the responses when both groups were combined. This analysis was with respect to the variables of IQ and sex. A third analysis with the application of a principal-axis factor analysis was performed on the scores of the combined groups. Statistically significant differences in favor of the SCIS group were found at the 0.10 level for scientific curiosity, attitude towards science and scientists, and figural creative thinking. Factor analysis showed that the latter were separate and distinct factors. Rejection of three of four major null hypotheses and nine of fourteen subsidiary hypotheses indicated that the SCIS curriculum was superior to the conventional in developing a pupils' scientific curiosity, attitude and creative thinking. (Author/EB)