High schoolers' creative thinking and complex problem-solving abilities are important for determining achievement. There is a need to investigate whether spiritual training delivered via a microblogging social networking platform would be effective. This article reports a study that examines the impact of Twitter-based spiritual posts on high school students' (N[subscript pre-test] = 272; N[subscript post-test] = 234) creativity and problem-solving abilities. Results indicated that spiritual posts were effective as compared with the control condition comprising general creativity-enhancement posts. Post-test outcomes were higher for girls, middle class, who had mothers as primary caregivers, whose primary caregivers were highly qualified, living in standard family arrangements, scoring high on conscientiousness, emotional stability, and openness to experience personality characteristics, and whose intervention compliance in terms of reading/liking posts and homework was above threshold (>30). Intervention adherence mediated the association between demographic and personality characteristics and outcomes. Latent class analysis indicated eight clusters/subgroups of participants reporting maximum post-test gains: female, middle class, with mothers as primary caregivers, whose primary caregivers were higher qualified, who were highly conscientious and open to experience, and whose intervention compliance was above threshold.