The significance of the role of creativity as an essential component of giftedness has long been assumed by most of the experts in the field. The most fertile creations will often be those formed of elements drawn from domains which are far apart. It is assumed that creativity is a personality variable, and not an ability, and thus it is believed that all students have creative potential that can be identified and nurtured. Imagery, intuition and unconscious activity are found to be associated with the essence and the nurturance of creativity. Whereas conscious thought may be focused and convergent, unconscious thought may be more associative and divergent. Moreover, while a thought or answer is fully activated if it is both conscious and accessible, it is deeply activated if it is accessible but not currently conscious. Education tries to reach its goals by creating strategies of approach rather than by trying to understand, support and develop the child's enormously rich inner life. Based on all of the above insights, the article will focus on the introduction of NLP (Neurological-Linguistic Programming) which originated in the 1970' by Bandler and Grinder. Besides its general use as a means to modifying undesirable behaviors, NLP offers modeling tools by which the gifted student can identify specific, reproducible patterns in the language and behavior of effective role models, especially the most creative ones--like Albert Einstein.