The purpose of the present study was to investigate the effects of story-reading activities and the types of questioning by teachers about the stories on the young children`s creativity. The subjects for the study were 76 first graders in a public elementary school in a urban area near Teagu-city in Korea. They were randomly selected from 120 children of two classes, then randomly assigned to one of three experimental conditions and one control group. "These four groups were not significantly different on the pretest of creativity. The experimental conditions were : 1. divergent questioning after story reading, 2. convergent questioning after story reading ; 3. story reading only (no questioning). Children in each group participated in 10 story reading and questioning sessions, which were conducted three times a week over four weeks during the fall semester of 1993. In the divergent questioning group, children were asked to come up with their own ideas to the open-ended questions in regard with the story they read in each session. In the convergent questioning group, children were asked to respond in either `Yes` or `No` to the factual questions from the story they read in each session. For the noquestioning condition, there was no questioning after each story reading. For the control group, children were participated only in the pre-and post testing for the creativity. About one week after the experimental sessions, children`s creativity were measured on the TTIC, which were adopted (by Cho, SungYeun, 1985) version of TTCT (Torrance Tests of Creative Thinking). The four groups were compared on the creativity scores of the post-test, using ANOVA and Tukey procedure. The results of the analyses were as follows 1. The creativity level of the divergent questioning group was significantly higher than the convergent questioning group. 2. Regardless of the types of questioning, children who participated in the questioning activities after story reading showed significantly higher creativity scores than children who had no questioning activities after story reading. 3. The children participated in the story reading without questioning activity showed a higher level of creativity than children in the no-story (control) group. In conclusion, teachers` divergent questioning after story reading seemed to be more effective than convergent questioning for the enhancement of young children`s creativity. Also, story reading activity alone seems to increase children`s creativity, although the long-term effect was not investigated in the present study.