The principal purpose of this study was to estimate the concurrent validity of the pencil and paper "Minnesota Tests for Creative Thinking, Abbreviated Form VII" for identifying the creative abilities of eighth-grade students in industrial arts classes. Concomitant purposes were to investigate the relationships of creative abilities and (1) intelligence, and (2) school achievement. A definition of relative creative abilities in the industrial arts and guidelines for their measurement were developed and submitted to a sample of educational psychologists and industrial arts teachers to determine their acceptability. A procedure was selected for applying this to secure criterion measures of native abilities. Three pairs of industrial arts teachers were trained to rate a sample of 95 eighth-grade students. The "Minnesota Tests of Creative Thinking, Abbreviated Form VII" were administered. Verbal and non-verbal IQ tests, five standardized achievement tests, and eight sets of teachers' grades were analyzed, along with peer ratings. The abilities presented and measured by the Minnesota tests are inadequate to account for the creative output, but the test measures components not measured in the typical intelligence test. The fairly high relationship between substantive creativity and IQ appears to indicate that some of the convergent thinking abilities influence the production of unusual and useful ideas. (EM)