Gifted programs have long relied upon creative challenges (activities in which students are asked to create a product or an idea in response to specific teacher directions) to spark ideas, collaboration, and exploration. These challenges, however, have often been devoid of context. Gifted students are pulled out of the classroom to build a bridge that holds a specified amount of weight or a house than can withstand an earthquake. After this exciting adventure, all too frequently the students are asked to return to their regular classrooms to learn about multiplication or the water cycle. Imagine, however, if the gifted coordinator and teacher had worked together to integrate the study of water cycle with the creative challenge. The students likely would have developed a deeper understanding of the content while increasing their critical thinking skills. Perkins and Salmon (1988) and Bayer (2008) discussed the importance of embedding thinking skills in content and explicit teaching for transfer, arguing that without this conscious approach to teaching, students are not able to transfer their skills or content knowledge to new situations. This article will illustrate how to design creative challenges around both content and process purposes, so students will have opportunities to transfer their content knowledge to new situations and practice process skills in specific contexts. (Contains 2 tables.)