Which context would be better for creative thinking to develop: One that seems chaotic and emphasizes exploration, or the other that seems organized and stresses efficiency? This book examines teaching beliefs, learning experiences, and creative performances in Taiwan and the United States. One important creative element, elaboration, stands out in the comparison of creative performances. It is the ability of elaboration that distinguishes the creative performances of student teachers in the two countries. Research results suggest that creative thinking has more to do with beliefs than with practices, that strong belief in a particular perspective, whether it is a product-oriented or a process-oriented teaching perspective, may have a negative impact on creative thinking, and that achievement tests can be possible predictors for creative performance. A large amount of data analysis was presented in this book. Based on the data, you may be able to generate more implications than the researcher could. Take a look and find out.