The primary goal of this research is to investigate the relation between computational thinking skills and creative problem-solving skills in secondary school students over the 2018-2019 academic year (5th, 6th, 7th, and 8th grades). The study's sample size is made up of 1098 secondary school pupils. The T-test, one-way ANOVA, and multiple linear regression analysis were used. As can be observed from the research findings, the students' numerical thinking abilities and creative problem-solving skills average scores were strong in terms of total scores and sub-dimensions. According to the results, the mean scores of students' numerical thinking skills and creative problem-solving skills differed considerably in favour of girls. As the pupils' grade level progressed, statistically significant disparities in their computational thinking abilities scores appeared. Another major conclusion from the study is that there is a substantial link between students' thinking skills, creative problem-solving skills, and their capacity to keep up with technological advances. Furthermore, a somewhat favourable and substantial connection between students' computational thinking skills and creative problem-solving skills was discovered. Due to the findings of multiple linear regression analysis, sub-dimensions of creative problem-solving skills highly predicted computational thinking skills.