This study was to determine whether cooperative small groups would stimulate creativity of fith and sixth grade students more than an individualized learning environment. Student aptitudes for creative and academic work were assessed on the Torrance Tests of Creative Thinking (Verbal Form A), analysis of student created electrical circuit diagrams, and a batteries and bulbs prediction test. A measure of student perceptions was also used to indicate any changes in attitudes toward the science activity and learning environment. A posttest control group design was used with 11 I fifth and sixth grade students. Half of the population worked by themselves, while the other half (experimental) worked in a student-structured environment on the same science activity which involved creating as many different types of electrical circuits from a given set of batteries and bulbs as possible. An overall conclusion is that fifth and sixth grade students working within small cooperative groups can be more creative as measured by a figural creativity test with electrical circuits than students working alone. The implication of this study is that small cooperative groups as well as individualized groups should be used in elementary science classes when creativity is one of the instructional objectives.