This study aims to explore effects of creativity training program on the creative behaviors of preschool children. In this study, quasi experimental design has been used as pretest-posttest control group experimental design. Study group consisted of 30 children in total who were students in two separate nursery classes, 16 in experimental group and 16 in control group. Creative Behavior Observation Form was applied to both groups as preliminary and final assessment. A secondary observer was assigned for video recording and assessment of the activities in full. Creative Training Program which consisted of 36 activities to support creative thinking of the children in the experimental group was applied 3 days a week for 12 weeks by the researcher. Control group students were applied Preschool Education Program (2013) by their teacher. Creative Behavior Observation Form was used also to determine retention of Creativity Training Program. Behaviors of the children were separately assessed in the Creative Behavior Observation Form by a secondary observer. Paired sample t-test was used in order to determine if there are significant differences between pre-assessment and final assessment obtained from observation form of the experimental and control group; independent sample t-test was used in order to determine if there are any differences between pre-assessment mean of the experimental and control groups. ANCOVA analysis was used to compare final assessment mean obtained from pre-assessment results of the experimental and control groups with significant differences. Consistency between primary and secondary observer was determined by Pearson correlation coefficient. Significance level was identified as p<.05 for all the analysis throughout the study. Creativity mean of the children involved in Creativity Training Program is significantly higher than the children in the control group. Results of retention test indicate that Creativity Training Program is still effective.