An experiment was conducted to determine if gender differences among preschool children would be found on measures of creative potential. Subjects were 58 English-speaking children, 31 boys and 27 girls, with a mean age of 57.6 months, who attended the Child Development Laboratory School at Oklahoma State University. Subjects were tested individually with the Multidimensional Stimulus Fluency Measure, which consists of three measures: (1) Task 1, naming instances of things that are red and things that are round, (2) Task 2, suggesting the kind of objects that three-dimensional, colored styrofoam shapes could represent, and (3) Task 3, naming all the alternate uses of paper and a box. Conflicting with the findings of previous studies, results did not support the expectation that preschool boys would demonstrate more original responses on the measures than girls. No significant gender differences were found in analyses of popular or original responses to the creativity measures. It is concluded that it is not clear why the expected results did not materialize. The fact that girls had a higher mean score than boys on the patterns task was considered especially puzzling. (RH)