This research investigated the creativity capacity across the levels of education in Ireland, involving 702 participants. Creative capacity was investigated through a comparative analysis of creativity quotient (CQ). A divergent thinking task comprising the "how many uses" activity was assessed using the criteria for determining CQ; fluency, flexibility, and product. Convergent thinking tasks comprised of graphic problems. A comparative analysis occurred between the divergent and convergent thinking activities. It is necessary that creativity is promoted throughout education systems to ensure that students maintain and develop their creative capacities into adulthood. Education systems need to foster independent thinking, creativity, and innovation. This article investigates students' creative capacity spanning 3 levels of education. The interdisciplinary and progressive graduate attributes from the levels of education were identified and synthesized toward developing collaborative progressive creativity across the levels of education for future success. Finally, this articles outlines, in the Irish context, the uniqueness with regard to the ability to sustain creative capacity (divergent and convergent thinking) at each level of education, and the degree to which this effort is supported by administration, teachers, and a common cultural interpretation of the nature of education.