Of all the equalities man possesses, creative thinking has been the most important for his well being and advancement. Creativity means to make, to bring into being, to originate or to invent something. Scientific aptitude is considered to be a unique or unusual potential or ability of an individual to acquire general knowledge and skill in scientific fields. This era is witnessing a great importance of creativity and imagination in our every day lives. Development of science has conquered almost all spheres of life. The issue of developing creativity and scientific aptitude in school children is challenging to teachers, and the investigator is interested to find the correlation between creativity and scientific aptitude. Research on creativity has mainly focused on the contributions of terms of creativity and co relational studies of creativity with self concept, intelligence, personality and achievement. There are several aspects of creativity and scientific aptitude on which clear cut answers are yet to be found by sustained research. The study was designed to investigate the correlation between creativity and scientific aptitude in standard VIII students. The sample taken was 251 and random sampling technique was done on the basis of sex, nature of the school, locality of residence, locality of school, type of school, parental education and parental occupation. Creativity tool by Baquer Medhi (1985) and a self constructed tool for scientific aptitude were used. Collected data were analyzed using statistical techniques such as t-test, analysis of variance and Pearson’s product moment correlation. Correlation analysis revealed that there is no significant relation between creativity and scientific aptitude with respect to background variables. In this study the investigator draws the conclusion that students who are highly creative may not have scientific aptitude up to the mark. Students who are interested in science and thereby developing their skills and abilities may not always be creative in nature.