The purpose of this study was to investigate the relation in programed instruction between creativity, response mode, and familiarity of the material to the subject. Creativity was defined by scores on the Remote Associations Test. The two response modes were constructing responses and simply reading them. The material, drawn from a long program on heart disease, was divided into relatively familiar and technical sections. One hundred subjects, divided into two groups judged high and low in creativity, took pretests (to insure that familiar section was indeed familiar), versions of the program itself, and posttest (to determine how successful the programed instruction had been. The highly creative group was found to be more successful on all versions of the program, but a high correlation between creativity scores and SAT (Scholastic Aptitude Tests) verbal scores suggested that the ability originally determined was most aptly termed verbal ability than creativity. In regard to response modes, constructing responses was found to be more successful than reading responses only for technical material. The "blackout ratio," the repetitiousness of designed response, was found not to be correlated significantly with successful instruction. (JS)