This paper explores definitions of creativity, theories and models of creativity, and the classic stages of creativity. Creativity is best defined in terms of an interactive process. The creative process in adults often results in creative and useful products, and such creativity is judged in terms of their quantity and quality of patents, theories, books, and more. In children, however, the product may be original with the child, but not original with the culture. Four sequential stages critical to the development of creativity in the individual are discussed: (1) preparation, getting ready for an investigation or gathering new knowledge; (2) incubation when the brain sorts things out unconsciously; (3) illumination, inspiration, or insight, the light bulb moment; and (4) verification, a disciplined period of negotiating the image into a logical verbal mode. Conditions for creativity are covered and accounts of individuals who have demonstrated creative genius are cited. Several attempts at improving or teaching creativity also are offered. Because creativity is a mix of many talents, attitudes, and abilities, no single test or method is sufficient to measure it or to nurture it in all students. Educators teach creatively using novel strategies, techniques, and approaches to enhance creative behavior in the classroom. Selected tests that are used to measure creativity are discussed. Several suggestions on increasing creativity are listed. Contains 17 references. (DK)