The purpose of this study was to explore students' approaches to problem identification and the effects of these approaches on problem identification, problem solving, and divergent thinking. Eighth and ninth grade students (N = 90) responded to semi-structured interview prompts while completing a creative problem-solving task (i.e., Creative Problem Solving-Microanalysis Interview Protocol; CPS-MIP) and then, they completed the Torrance Tests of Creative Thinking-Figural (TTCT). Students' problem identification strategies included Resource Management (i.e., regulating attention/perception), Elaborative Efforts (i.e., exploring/connecting information), Analysis (i.e., considering/dissecting specific components), and Manipulation (i.e., actively altering information). Problem identification strategies positively predicted (a) problem identification fluency, (b) problem solving fluency and flexibility, and (c) performance on the TTCT-F; however, the most significant strategies differed based on the outcome measure. Collectively, this study demonstrates the importance of specific problem identification strategies in generating ideas and solving problems.