The topic of this graduate thesis is the difference between convergent and divergent thinking and their use in testing creativity in primary school students. The main aim is to try to explain the basic differences between the two ways of thinking, classification which was introduced by Joy Paul Guilford in 1967 in his work "The nature of human intelligence". The convergent way of thinking is considered to be the logical and precise one, while the divergent way is considered to be the one that results in more correct answers and which covers different possibilities of approaching one problem. A divergent way of thinking is also one that is necessary for the development of creativity and is needed in today's time where new ideas are valued more than ever. Many studies have proven that convergent production tasks are mostly used in Croatian education, so these two surveys conducted in 2016 and 2020 on the same sample of respondents determine students' ways of thinking and prove that in a period of four years their creativity has decreased drastically. The results of the research show a decline in the criteria of creativity, and the pupil’s self-assessment shows that a very small number of pupils considers themselves creative and that creativity is not valued or used in education at all. Due to the constant use of convergent production in teaching, the divergent way of thinking does not develop and ultimately there is a deterioration of creative production. The paper covers the theoretical and empirical part of the research of convergent and divergent thinking and looks at additional possibilities that would enable the encouragement of creativity in teaching and the full development of convergent and divergent thinking.