The purpose of this study was to test the teachability of creativity. An experimental design (including pretesting and posttesting, control and experimental groups, and a teaching unit) was used to test the general hypothesis that creativity can be enhanced by the treatment of a teaching unit using audio-visual materials. The subjects were 101 ninth grade students of average ability in four English classes. The two English teachers in charge of the four classes taught the three-week training unit for the two experimental groups. There were 53 students in the experimental groups and 48 in the control groups. The hypothesis that a three-week unit on creative writing can improve the creative-writing abilities of the students was not supported by the data. A significant difference in favor of the experimental group was revealed in posttesting (Torrence Test of verbal fluency, and flexibility). Other differences such as self-rating writing and originality of composition were in the desired directions. The most successful part of the study was the high inter-rater reliability achieved by the three judges in the marking of the compositions. (Author/WR)