This study aims to analyze the impact of cognitive flexibility and classroom engagement levels on high school students' creative problem-solving skills. The participants are 341 tenth grade students from three different high schools, along with nine mathematics teachers who have been teaching these students for at least two years. Data analysis was conducted through sequential logistic regression and path analysis. Findings revealed that female students' achievement of a full score in solving a problem that requires creativity is lower compared to that of male students. Neither maternal nor paternal education level was a significant predictor of reaching a creative solution. Path analysis revealed that an increase in overall classroom engagement scores led to an increase in both creative problem-solving and success levels. However, when classroom engagement was the mediator variable, its direct positive significant predictive impact on creative problem-solving disappeared. In conclusion, academic achievement did not significantly predict creative problem-solving, and the significant effect of classroom engagement as a predictor disappeared when it is the mediator variable.