Creative cognition has been described as a subprocess of overall human cognitive functioning. Sternberg—a former president of the International Association of Cognitive Education and Psychology—has included creativity as one of the dimensions of successful intelligence, which is subject to development (Sternberg, 2013). Contemporary approaches have described creativity as a distributed action situated between the mind and culture (Gla˘veanu, 2014) and considered its development through the Vygotskian concept of mediation through tools and symbols; in other words, there is a shared theoretical background in recent creativity research and cognitive education. In this framework, creativity is not only a characteristic of eminent historical personalities such as Leonardo Da Vinci but rather something that every person has and can develop. We are moving from the study of Big-C to mini-c (Beghetto & Kaufman, 2007) which even young children can develop. Furthermore, new tests for the assessment of creative potential are available, which allow a dynamic assessment of creativity such as the Evaluation of Potential for Creativity (EPoC; Lubart, Besançon, & Barbot, 2011). This issue of the Journal of Cognitive Education and Psychology is devoted to presenting new trends in research in the area of creative cognition which are compatible with the principles of cognitive education as previously described. Six contributions are included. There are three theoretical articles, followed by three empirical ones.