Background: The argument put forward in this paper is that we should reorganize the existing framework most often used to describe creativity, which relies on person, process, product, and place. Aim: To that end a new hierarchical model is proposed. This accomplishes several things: It re-organizes the existing categories of research and education; it emphasizes the distinction among actual performance and mere potential; and it distinguishes among certain kinds of research in order to provide a detailed view of creative potential which can easily be used by educators. The distinction among press and place influences exemplifies this. Conclusions: Implications for education and for the further study of creativity are outlined. Key intersections are explored, including those involving personality and creative cognition, and involving places and personality traits. Most important is probably the distinction within the model between performance and potential. Intrinsic motivation is also discussed and tied to both students' personality and cognitive processes. State-by-Trait and Person-by-Environment interactions are also explored. (Contains 1 figure.)