To determine whether high creative and low creative children achieved differently when utilizing a divergent method of teaching as opposed to a convergent method of teaching as evidenced by achievement in spelling, a study, conducted for a period of 18 weeks, involved 79 third grade children randomly assigned into four sections. Two pretests were administered to identify the creativity of the children and to determine their achievement in spelling, and a posttest was administered at the conclusion of the study. The major emphasis placed on the two convergent methods groups was upon acquiring and applying phonetic rules and generalizations to the list of words to be mastered. The divergent methods groups used fewer structured learning activities. This method was student-centered in that the children were allowed to choose any means available to master the words. Three conclusions were derived from the results: (1) there is no signficant difference in achievement between the high creative and low creative children; (2) there is no significant difference in achievement between children taught by a convergent method and children taught by a divergent method; and (3) there is no significant interaction between teaching method and creativity. (HOD)