The influences of socioeconomic status (SES), maturation, school, and sex on creative potential were examined by administering the Torrance Tests of Creative Thinking to 1,445 children. Comparisons of means indicated that scores increased with SES, sixth-grade children scored slightly higher than fifth-grade children, and girls in general earned higher scores than boys. Additionally, the school setting and in particular the classroom atmosphere seemed to be far more important to creative potential than has been previously acknowledged. Implications for the concept of creativity and the adequacy of tests as indicators of divergent thinking are discussed.