This paper presents the procedures, findings, and conclusions of a study designed to determine the effects of a modified elementary science education methods course on students' creative thinking, self evaluation, and achievement. While lecture-discussions were essentially the same for both experimental and control groups, the laboratory sessions and written assignments were different. In the experimental group laboratory, creativity-training activities including (1) brainstorming, (2) inquiry development, (3) morphological analysis of problems, and (4) invitation to creative thinking were used. Pretest and posttest scores of fluency, flexibility, originality of idea production, and achievement were gathered for both groups. Two researcher-constructed instruments to provide data on students' ratings of (1) their achievement and (2) the course were administered. The experimental group was found superior to the control group in gains in fluency, flexibility, and originality. No difference was found between groups in achievement scores. There were no significant differences between groups in self-ratings of achievement of cognitive course objectives. The findings suggest that creativity can be improved. (LC)