This study attempted to determine whether or not there is a relationship between creativity, or divergent thinking, and bilingualism in fifth- and sixth-grade Florida students (20 monolingual Americans, 16 Greek-Americans, 17 Spanish-Americans, and 18 Czech-Americans). To assess the degree of bilingualism, the "Adapted Hoffman Bilingual Schedule" was used. Two tests were administered to determine creativity--a "Word Meanings" test in which the children were asked to supply as many meanings as possible for each of 25 American words, and a "Uses" test in which they were asked to list ways of using common objects. The bilingual students scored higher on the non-verbal "Uses" test and slightly lower on the "Word Meanings" test than did the monolingual students. Using the combined score, the bilinguals were generally higher--that is, more creative. Factors which may have influenced the results--degree of bilingualism, IQ, age, attitude toward experimenters, geographic location, rural versus urban environments, and socioeconomic and educational level of the family--were considered, but not, in all instances, controlled. (JS)