The effects of educational stimulation on creative thinking ability and the relationships among verbal and figural creativity, intelligence, and school readiness were investigated in a sample of 123 first grade children. The educational stimulation consisted of special advanced instruction in physical education, music, art, social studies, and mathematics provided in experimental first grade classrooms by professional staff members concerned with the cognitive stimulation of young children. Control subjects were assigned to traditional, self-contained classrooms. Children and teachers were randomly assigned to either control or experimental classrooms. After five weeks of school, a battery of tests including the Torrance Tests of Creative Thinking, the Metropolitan Readiness Test, the California Test of Mental Maturity, and the Picture Interpretation Test was administered. Educational stimulation resulted in significant differences favoring the experimental group for language, total IQ, and picture interpretation. A varimax rotation of the image analysis solution used to explicate the relationships among figural and verbal creative thinking abilities, language and nonlanguage IQ, and reading readiness resulted in the identification of six factors. The results support other analyses which report independent dimensions for creativity and intelligence domains. In addition, figural and verbal subfactors in the creativity domain emerged. (Author/JMB)