Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between and among personal attributes, specific processes, internal or external Press for invention, and a valued Product. All of these are often set into action by an individual's Passion to create something new. Creative experts also tend to see creativity and problem-solving as deeply intertwined, especially when solving ill-structured problems. Students must experience all of these elements, including the emotional catalyst, if they are to understand the full creative process. Problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought. An alignment is drawn between creativity theory and the inquiry-based structure of PBL. Evidence is provided documenting the efficacy of using PBL to promote various dimensions of creative thought from discrete strategies to more general characteristics of "flow". Evidence is also presented that PBL can be a tool in a reconceptualization of giftedness or talent by allowing teachers to see a more complete set of skills and abilities among their students.