The individual stylistic variations of creative potential and conceptual tempo were investigated in 61 preschool children. The Kansas Reflection Impulsivity Scale for Preschoolers (KRISP) was used to measure the reflective/impulsive (that is, creative tempo) dimension, and the Multidimensional Stimulus Fluency Measure (MSFM) was administered to determine ideational fluency (creative potential). Children were classified as reflective (slow/accurate) or impulsive (fast/inaccurate), as well as fast/accurate and slow/inaccurate. No differences were found between reflectives and impulsives on the ideational fluency measure. However, greater originality scores were evidenced in the fast/accurate and slow/inaccurate groups than among the reflectives and impulsives. Speculations and implications of this unusual finding were discussed in terms of the manner in which children may approach convergent and divergent tasks. (PCB)