The effects of a creativity training program on 18 classes of middle grade and high school level educable mentally retarded (EMR) students were investigated. Ss received instruction with a systematic set of creativity training materials for a 12-week period while 12 control group classes continued regular classwork. Criterion groups were compared on creativity test performance, attitude toward school, and exhibited creativity characteristics. MANOVA and discriminant analysis yielded significant differences favoring the experimental group on all predictor variables, supporting the contention that EMR children may possess untapped creative ability that may be improved through systematic training. (Author/CL)