The paper examines the nature of creativity and blockages to its expression especially in home and school settings in South Africa. A definition of creativity is offered which stresses the production of an original outcome or achievement. The creative process is broken down into the steps of preparation, incubation, illumination, and verification. Blockages within the child are identified next and include lack of time, habits, anxiety and fear of failure, fear of what others may think, and a feeling of inferiority. Among blockages to creativity located in parents are over-emphasis on success, inability to provide opportunities and stimulation for the child, autocratic discipline and rigidity, and evaluation at too early a stage. Specific blockages to creativity relating to the school include the emphasis of most syllabi on convergent thinking and teachers who present subject matter in a rigid manner, over-organize classroom activities, lack a sense of humor, use too much competition, implement an autocratic disciplinary code, and do not allow mistakes. Also serving as a block to creativity are the present examination system in South Africa and community values which stress competition and conformity. (DB)