The major objectives of this study were (1) to define more clearly "creativity" and "language aptitude," (2) to define the relationships among creativity, language aptitude, and intelligence, and (3) to clarify the role of socioeconomic level in determining these relationships. The subjects were 132 sixth-grade pupils from middle and low socioeconomic levels who were tested to establish their intelligence, language aptitude, and creativity. It was determined that the middle socioeconomic group performed at a significantly higher level on all three tests than did the low socioeconomic group. The experimental design basic to the study was a factor analytic design. Results indicated that children from the two different levels had different approaches to language tasks and different processes for creative thought. A change in the type of problem requiring divergent productive semantic thinking produced no change in middle socioeconomic thought processes, but did produce a change in the thought processes of the low socioeconomic group. Further research is suggested. References are included. (BS)