Background: The association between problem behavior in children and adolescents and creativity has hardly been examined. The few studies available report contradictory findings. There is some empirical evidence that a low socioeconomic status coincides with lower creativity test achievements. Objective: The current study addresses the question whether problem behavior is relevant to explain variance in creativity test achievements while controlling for socioeconomic status differences. Method: The sample comprises N = 234 children and adolescents from Germany (age range 10-14, 115 female) including 193 above cut-off in a problem behavior screening (SDQ). Creativity is operationalized by a standardized nonverbal drawing test (TCT-DP). Hierarchic regression analyses are used to analyze the impact of problem behavior on creativity. Results: Problem behavior explains considerable variance in creativity test performance. Whereas internalizing problems are negatively associated with creativity, there is a moderate positive correlation between dissocial problem behavior and creativity. Hyperactive-inattentive children and adolescents achieve better creativity test results than controls. Socioeconomic status and gender both have a moderating impact, but do not level out the link between problem behavior and creativity. Conclusions: The results underline the potential importance of nonverbal creativity as a behavioral, cognitive and emotional feature of inattentive and hyperactive children and adolescents, which could be beneficial in school and other intervention contexts.