As smartphone usage rises worldwide, concerns about the detrimental impacts of smartphone addiction, particularly among college students, have grown. However, the extent to which smartphone addiction has affected College of Education students in recent years is disturbing. The magnitude of smartphone addiction does not promise well for the future, individual mental health, or the overall well-being of college students. Based on this premise, this study investigated how self-management therapy and creative problem-solving techniques affected smartphone addiction among Oyo State College of Education students. A pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was used in the study. The samples included 90 students from three public colleges of education in Oyo State, Nigeria. Participants were assigned to three groups: Self-Management Therapy (SMT), Creative Problem Solving Technique (CPST), and control). The administration of treatments lasted for eight weeks for the experimental groups. Seven hypotheses were tested at 0.0experimental groups received treatments for eight weeks. At the 0.05 level of significance. Data were analysed using Analysis of Covariance. There was a significant main effect of treatments on smartphone addiction among college of education students in Oyo State (F (2, 70) = 29.47, p < .05, 𝜂2= .459). Participants exposed to SMT (𝑥̅= 28.81) had the lowest smartphone addiction mean score, while the CPST group (𝑥̅= 49.89) and control group (𝑥̅= 53.78). Self-management therapy and creative problem-solving techniques were effective in reducing smartphone addiction, but self-management therapy was more effective. It is so proposed that the two therapies be integrated into the public college of education counselling sessions and indoctrination to lower the likelihood of smartphone addiction.