Objectives of this study on the influence of visual deprivation upon the divergent thinking dimension of intelligence were to compare the divergent thinking abilities of blind and sighted children in residential and day school programs, and to determine the relationship between divergent thinking and age of onset of blindness, mobility, school achievement, and sex differences. Six tests of divergent thinking and three Stanford Achievement Test subtests were administered to 228 children (aged 10 to 12 with average IQ's) in three groups (sighted, blind residential, and blind day school students) of 76 each. The blind groups received a mobility rating by their teachers. Results showed blind children to be more fluent but otherwise generally equal to sighted children in divergent thinking. No major differences were found in scores of residential and day school blind. Little or no relationship was found between divergent thinking and school achievement and between divergent thinking and mobility among the blind subjects. Males tended to score higher than females, and could not be drawn regarding age of onset. (Author/SN)