Purpose: The purpose of this study is to examine the effects of the creative reversal act (CREACT) used in teaching ecosystems topics on the creativity levels of middle school students. Research Methods: The research was conducted using a quasi-experimental design, a quantitative research method, and a pretest-posttest control group design. The sample of the study was comprised of 39 students in two groups. The quantitative data were analyzed using the dependent and independent samples t-tests in SPSS software. Findings: There was a significant difference between the experimental group, which underwent creative reversal act training, and the control group, which underwent curriculum-based training in terms of creativity scores. The experimental group had higher scores than the control group. There was a significant difference between the two groups in terms of the subcomponents of creativity (fluency, flexibility, originality, and elaboration). The experimental group was more successful in terms of fluency, flexibility, originality, and elaboration. There was a significant difference between the creativity pre- and post-test scores of the experimental group, who obtained higher scores on the post-test. Implications for Research and Practice: The results have revealed that the practice of creative reversal act technique in the teaching of a science subject (ecosystem) promoted the creativity level of seventh graders. The results of such programs whose effectiveness have been tested with regard to creativity training demonstrate that student creativity can be improved. Creating classroom environments in which creativity is highlighted and used is important in terms of increasing the quality of education. [This study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress.]