During the past few decades, research in the area of bilingual cognitive and linguistic development has made tremendous progress and provided evidence supporting the notion that speaking more than one language extends, rather than diminishes, an individual’s cognitive capacities (see Bialystok, 2005, for an overview). There is a strong argument in the literature that bilingual development may result in establishing specific architectures of the mind that are likely to promote later cognitive advantages. On the other side, according to the creative cognition approach (Ward, Smith, & Finke, 1999), creativity is considered a product of normative cognitive functioning. Therefore, increase in general cognitive functioning may facilitate an individual’s creative abilities. If bilingualism results in more elaborate cognitive structures and/or functioning, it may also facilitate creative functioning (Kharkhurin, 2012). Unfortunately, the relationship between bilingualism and creativity received little attention in the scientific community. In about 40 years, this theme had been explored in only 40 studies. Only recently, this theme was resuscitated and received systematic empirical investigation. The aim of this session is to present the state of the art research in bilingual creativity, which perceives the relationship between these human endeavors from the cognitive, sociocultural, and educational perspectives.