A group of 40 retarded (IQ 56 to 78) and a group of 40 normal subjects (IQ 100 to 115), each composed of 20 males and 20 females, 9 to 12 years old, were tested (1) to compare the differences between educable mentally retarded and normal children on a set of creativity measures, and (2) to investigate the extent to which the creativity measures correlated with each other and with IQ. Five creativity measures were administered, individually, in a game-like atmosphere without experimenter-imposed time restrictions. Two of the measures were verbal in stimuli and responses; three were nonverbal measures utilizing visual stimuli. Two of the nonverbal measures required verbal responses and one did not. The results of this investigation suggest that for this population, creativity as measured by verbal measures is related to a measure of intelligence with no significant differentiation being found on verbal or nonverbal measures if verbal responses are required. However, on the one nonverbal measure which did not require a verbal response, retarded children scored significantly higher than their normal peers. The differences found among measures indicate that creativity cannot be defined as a unitary concept of verbal association. (Author/MF)