Creative thinking is an important aspect of education. However, students differ widely in their ability to think creatively. Working memory might explain these differences. Therefore, this study focuses on how different aspects of WM can explain differences in divergent thinking, both separately and conjointly. To do so, latent profile analysis was used. Working memory profiles of 561 primary school students (M[subscript age] = 10.10 years) were investigated in relation to divergent thinking and as a moderator of the relationship between divergent thinking and academic achievement. Four profiles were identified: a low verbal-medium visual, a medium verbal -low visual, a medium verbal-medium visual, and a high verbal-high visual profile. Visual divergent thinking scores differed between three of the profiles. Furthermore, these profiles were analyzed as a moderator in the relationship between divergent thinking and academic achievement, given the inconsistent relationships found between the two in previous research. Working memory profiles did not moderate the relationship between divergent thinking and academic achievement. Verbal divergent thinking was related to mathematics and visual divergent thinking to reading comprehension. We discuss the need for educators to be aware of differences between children in working memory.