This paper presents a study which tested 38 boys and 38 girls from grades 3-5 and 6-8 in both sex role identification and creativity. The study was conducted to determine whether past findings which indicate a relationship between low sex role identification and creativity were a function of the scales used in the experiment or of a developmental stage. Subjects were given masculinity or femininity scores determined through teacher and peer ratings of gender identity. A measure of non-verbal creativity was made one year later using the Torrance Figural Form A. The four dimensions measured included fluency, flexibility, originality and elaboration. Within each age and sex group, subjects were divided into "high" and "low" sex role identity groups. Data were subjected to an analysis of variance and analysis of covariance, results indicated no significant main effects. Overall, sex-role groups did not differ in creative functioning, sex groups showed no difference, and age groups were not differentiated. However, boys with high masculinity scores had lower originality and fluency scores; girls with high femininity scores were characterized by higher originality and fluency scores. The results of the teacher gender ratings, showed a similar significant interaction effect for elaboration. Implications of the findings are discussed. (SB)