The author presents the theoretical framework and supporting studies from her work: the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) Projects. She posits that problem solving is a key idea in theories of intelligence and theories of creativity, and shows how a continuum of problem types can be used to compare measurements. The perception of intelligence and creativity as separate constructs may be due to the different ways problem solving is defined and measured. Four recent studies are reviewed. One study provides validation for the problem continuum in mathematics, and another study shows the contribution of age, schooling, and domain-specific knowledge to creativity in math. Two studies of the DISCOVER curriculum model show its positive effects on student achievement and one study shows the developmental path of creativity in cultural minority students in classrooms with traditional and non-traditional pedagogy.