Creative thinking is regarded as one of the most important competencies, and its formation is proclaimed a key task of the educational process, influences the effectiveness of music education. However, in the field of professions related to art, this parameter is of particular importance, becoming a factor determining professional suitability. Genetic and environmental influences on personality development determine the relevance of studying creative thinking in music specialists and whether it can be developed during professional training. The article aims to study creative thinking in future music teachers, to develop educational training aimed at developing creative thinking in music students, and to study creative thinking indicators before and after training. A valid psychodiagnostic test was used for study of creative thinking, recommended by Seravin and consisting of the following subtests: Test for the level of aspirations; Thinking lability test; Divergent thinking tests; Test "Who am I"; Biographical Test; Creative Thinking Projective Test. The training aimed at stimulating creative thinking was based on synthetic psychotherapy developed by Koliadenko et al., which included all types of analyzer systems and contributed to balancing the mental processes, harmonization of personality, and its creative potential. The study proved that motivation for creative activity, upbringing, education, and genetics are the determining conditions for creative thinking formation. On the contrary, psychophysiological insufficiency of cognitive components, low motivation, and unfavorable environmental factors do not allow a person to form a sufficient concept of his/her development, contribute to the limited level of aspirations and the manifestation of behavioral activity in the form of situational reactions. The results of the survey show the difference between the indicators of the level of creative thinking before and after training. Therefore, before training only 15% of participants said about high level of the development of creative thinking, 40% of participants have chosen the variant «low» and 45% – average, which prompted the use of training to increase the level of creative thinking. The effectiveness of the developed teaching methodology is proved by the increasing of the level of creative thinking among participants, to the rate of 55%. The results of the survey indicate the need to implement the developed methodology in the educational process in order to develop and improve the skills of creative thinking in music pedagogy.