This study investigated two methods for teaching creativity in the elementary school curriculum. The two hypotheses tested were: (1) that students' creative thinking skills could be increased by a dispersion of creativity experiences throughout the elementary curriculum; and (2) that students' creative thinking skills could be equally increased by concentrating the creativity experience in one particular area of instruction, in this case social studies. One hundred and twenty-four fifth and sixth grade students in six self-contained classrooms with six different teachers were involved in the study. Two experimental groups (E1 classes) had their instruction in creative thinking concentrated in their social studies program and in an investigation of the history and ethnic bases of their home community. Another two experimental groups (E2 classes) were given instruction in creative thinking in the areas of art, science, creative writing, and use of a second language. Two control groups also participated in the study. Both the E1 and E2 groups used a creative problem-solving program as found in the "Creative Action Book" by Sydney Parnes. Pre- and posttests and a retention test were given to all groups. Results show that creative abilities were increased in students by either dispersing creativity training throughout the curriculum or by concentrating it in the social studies area, with no clear evidence favoring either group. The study also showed that the home community of students could be used as a data bank to teach social studies concepts and skills and that senior citizens could be effective as instructors. (RM)