Introduction: A current review of the scientific literature reveals that creativity and learning are interrelated; learning is a creative process that involves fundamental, significantly personal changes at all stages of education, but especially in higher education, where it promotes university students' future employability. The objective of this study was to analyze the relationship between creativity and academic achievement as a measure of learning. Method: The sample was composed of 100 university students in Primary Education teacher training at the University of Castilla la Mancha (UCLM) (40% male and 60% female), between the ages of 19 and 24 years. All participants were administered the PIC-A test to assess creativity and they reported their university admissions test score as a measure of academic achievement. Descriptive statistics, Pearson correlations and multiple linear regressions were used. Results: The results showed a significant positive correlation between the university admissions test score and general creativity, narrative creativity, fantasy, fluency and flexibility. Moreover, general and narrative creativity as well as fantasy, fluency and flexibility predicted academic achievement. Discussion and conclusions: These findings have educational implications for improved learning in preservice teachers, seeking to equip them with creative teaching strategies and to improve their employability.