The work of E. P. Torrance concerning creative thinking abilities, creative learning and teaching, the creative learning environment, and the measurement of creative thinking is discussed. Torrance began his pioneering research on the nature of creative thinking in 1958 with pilot testing of his first batteries designed to assess creative thinking abilities and the skill with which they are displayed, and creative motivations. His research is based on the concept that creativity is a natural human process of sensing incompleteness and disharmonies and then engaging in activities, consciously or unconsciously, to resolve the tensions created by this incompleteness. Torrance has attempted to create test batteries that model the creative process, such as the verbal Torrance Test of Creative Thinking (TTCT), which consists of seven activities. New streamlined scoring for the figural TTCT, which contains three activities, has greatly expanded the concept of creative strengths. The most significant impact of his research has been on educational applications. In 1966, Torrance proposed an instructional model for integrating the teaching of creative thinking skills into the teaching of subject matter. This Incubation Model focuses on what might be done to enhance creative thinking and actions. Current investigations into creativity, such as the work of R. J. Sternberg, have many links with Torrance's ideas. A chart summarizes relationships between ideas of Sternberg and Torrance. (SLD)