Research using creative ability as a factor in the prediction of teaching success is rather spotty (Yamamoto, 1963; Raina, 1969a, 1969b). Knoell (1953) concluded: It appears that ideational fluency is significantly correlated with teaching Torrance (1960) reports that most effective teachers do more thinking activities (convergent, divergent, and evaluative thinking) than the least effective ones. Crocker (1968) found r = .41 (n = 69) between teaching practice marks and flexibility highly satisfying. cum-Correspondence Course, Regional College of Education, Ajmer. The marks obtained by Ss in the teaching practice examination (internal plus external) conducted by the University of Rajasthan, Jaipur, were taken as a measure of teaching success. The validity of these marks is taken for granted, since they are accepted as a criterion for interviews, for employment, for promotion, for the award of diplomas and distinctions. Scores, fluency, flexibility, originality, elaboration and a total creativity score, were derived. The product-moment ss between pairs of dimensions of creativity and teaching practice marks were calculated. The r between fluenq and teaching practice marks is .12 (P > .05), between flexibility and teaching practice marks .17 (P > .05), between originality and teaching practice marks -.05 (p > .05), between elaboration and teaching practice marks .34 (p .05). Coefficients between fluency, flexibility and total creativity, and teaching practice marks were positive but not significant. The r between originality and the criterion is negative and small, but positive and significant between elaboration and teaching practice marks. That there is no significant I between fluency, flexibility, originality, total creativity score and teaching practice marks may be attributed to what the Coordinator of the Examinations pointed out: We, perhaps, never consider originality and creativity. But it is interesting to find a modest positive and significant relationship between elaboration and teaching practice marks. This can be attributed to the mode of evaluation followed by the Department. Students are evaluated by supervisors throughout the session at their respective centres. Further research is needed to explore the role of creative factors in teaching success, i.e., success on the job.