This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show that the accounting curriculum has not been as effective as the business administration curriculum with respect to both verbal and figurative creativity. These results indicate that in today's dynamic and competitive business environment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinking and problem solving to meet the challenge.