Three studies were combined to examine the effects of creativity and imagination on the academic performance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it was developed to be both empirically valid and easy to administer. A two-factor solution identified "originality" and useful "flexibility" as dimensions of human creativity. Study 2 conducted a confirmatory factor analysis to confirm the established structure of the CCS in a sample of 284 college students in design schools. In addition, we also confirmed the structure of the Imaginative Capability Scale using the same sample. A three-factor solution supported an earlier study in which human imagination was categorized into three types, namely "initiating," "conceiving," and "transforming imaginations." The analyses of composite reliability and construct validity gave both scales good support. Study 3 further tested the effects of creativity and imagination on academic performance in a sample of 271 design students. The hypothesis of Study 3-that "conceiving imagination" acted as a mediator between creativity/imagination and academic performance-was partially supported. The structural model also showed that "useful flexibility," "initiating imagination" and "transforming imagination" demonstrated positive, indirect effects on academic performance. Critical reflections on the results are provided. Discussions for future studies are also proposed.