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The present study explores the relationship between creativity and academic achievement among higher secondary students enrolled in the science faculty. Creativity, considered a divine gift and one of humanity's most profound abilities, manifests in originality, imagination, and problem-solving skills. In the rapidly changing era of globalization, urbanization, and technological progress, fostering creativity has become essential for educational success. This research investigates whether science students are inherently creative, whether their creativity differs by locality (rural/urban), type of school (government/private), gender (male/female), and how significantly creativity contributes to academic performance. Using the survey method, the researcher selected a sample of 600 students (300 rural and 300 urban) from 30 higher secondary schools in Udaipur district. Equal representation was ensured across government/private schools and male/female students. To measure creativity, the Passi Test of Creativity (PTC) developed by Dr. P.K. Pasi was employed, consisting of six sub-tests--problem checking, unusual uses, consequences, questioning ability, class puzzles, and block tests. Academic achievement was measured through Class XI annual results. Statistical tools such as mean, standard deviation, t-test, and correlation were applied for data analysis. Results showed variability across creativity dimensions, with the highest mean scores recorded in block tests (indicating strong spatial and constructive abilities) and the lowest in questioning ability, suggesting weaker critical inquiry. Significant differences were observed: urban students outperformed rural students in creativity across all sub-tests; private school students showed higher creativity compared to government school students; and male students excelled in problem checking, unusual uses, consequences, and questioning ability, while female students scored better in class puzzles and block tests. Correlation analysis revealed a positive and significant relationship (r = 0.722) between creativity and academic achievement, confirming that higher creativity levels enhance academic outcomes. The study concludes that creativity is a key determinant of success in science education, encouraging innovative thinking, problem-solving, and adaptability. Educational implications emphasize designing teaching strategies that promote imaginative thinking, inquiry-based learning, and opportunities for experimentation. Schools should encourage divergent thinking, minimize rote learning, and provide platforms for students to express originality. By nurturing creativity, students not only improve their academic performance but also develop skills necessary to thrive in the competitive scientific and technological world.