There has been an increasing body of research to uncover the relationship between creativity and intelligence. This relationship usually has been examined using traditional measures of intelligence and seldom using new approaches (i.e. Ferrando et al. 2005). In this work, creativity is measured by tools developed based on Sternberg's successful intelligence theory. Our aims were two-folded: to examine the relationship between intelligence and creativity and to investigate possible differences on the creative process depending on students' level of intelligence. A total of 385 students from primary and secondary schools took part in the study. Students completed 5 tasks from the Aurora Battery aimed to measure the synthetic-creative intelligence. They also completed the Cattell's general intelligence test. The results showed that there were statistically significant differences depending on students' level of intelligence on the five tasks of creativity, always favouring the more intelligent group. In relation to the creative process, the three groups (low, average and highly intelligent students) showed similar patterns: they performed better at the end and weaker at the beginning of mot of the tasks. Students with lower intelligence were more stable in their performance across tasks than students with average and higher I.Q were.