To examine the effectiveness of two types of creative experiences in 53 primary grade gifted students, pre- and post data were gathered in imaginative writing/puppetry classes and creative problem solving classes using the divergent thinking scales of the Structure of Intellect. Individual covariance by group and sex were used to analyze the changes. The creative problem solving class was found to be more effective in enhancing creativity scores. Sex differences were found that showed girls increasing more on the verbal measures in both groups. Six month follow-up data gathered on the creative problem solving group revealed that all gains were maintained. (Author/CL)