The purposes of this study were to: (1) investigate the feasibility of including convergent, divergent, and imaginary factors in models of creative thinking in music; (2) identify the relationship between the processes involved in musical creativity and motivation for musical activities; and (3) determine the generalizability of Amabile's Intrinsic Motivation Principle for Creativity to settings involving musical creativity. Forty third graders who exhibited a high level of convergent ability in music were administered the Intermediate Measures of Music Audiation-Rhythm (IMMA-R), Measures of Creative Thinking in Music (MCTM), and Sounds and Images (SI). These children were also given free time to play music on percussion instruments or to play with other toys. The amount of time a child engaged in music-making activities was designated as the Intrinsic Motivation Level (IML) for musical activities. IML scores were significantly related to MCTM scores and all subscales of the MCTM. All MCTM subscale scores were significantly correlated. T-tests revealed that highly motivated children performed better on divergent thinking tasks than did children exhibiting low motivation levels. Finally, SI scores were found to be significantly higher for boys than for girls. Three tables present study findings, and two appendixes present definitions of components of musical creativity and IML rating guidelines. (Author/SLD)