Although creativity is considered one of the key ‘twenty-first-century skills’, this ability is still often misunderstood. Persistent conceptual and methodological barriers have limited educational implications. This article reviews and discusses the three critical issues of ‘nature’, ‘measure’, and ‘nurture’ of creative potential in educational settings. A current perspective on the nature of creative potential is presented. In contrast to a classic, but inaccurate ‘g-factor view’ of creativity, this perspective emphasises a multidimensional and partly domain-specific view, upon which new assessment tools can be developed. Based on a more comprehensive evaluation of a child’s creative potential, educational programmes tailored to a child’s strengths and weaknesses can be offered. These perspectives are discussed in light of current findings in the field.