The purpose of this study was to determine the effectiveness of brainstorming to enhance creativity of vocational industrial education students, and to determine the enhancement effects of creative thinking abilities on different subjects in different technical areas;To accomplish the purpose, 173 students in two classes of the electronic and the machinery departments in Ta-an Senior Vocational Industrial School were involved in this study as subjects. The quasi-experimental design included non-equivalent control groups. Teaching time was five hours in each of the four classes. Experimental groups were taught employing the brainstorming process, while the control group was provided traditional instruction in the introduction of American culture, customs, and national parks. The verbal and figural forms of Torrance Test of Creative Thinking were used to pre-test and post-test all students;After the collection of data, a two-way analysis of covariance (ANCOVA) was used. Before analysis of covariance, a test for homogeneity of regression was conducted to check if it violated the assumption of homogeneity of regression in ANCOVA. If the assumption was violated, the data were analyzed with the analysis of variance for difference between t scores of the pre-test and the post-test;Some conclusions for this research are presented. After participating in the brainstorming session: (1) The experimental group students made significantly greater gains in fluency, flexibility, originality, and total of verbal creative thinking abilities than the control group students. (2) The experimental group students made significantly greater gains in fluency, originality, and total score of figural creative thinking abilities than the control group students, but not in flexibility. The enhancement of figural-elaboration scores for the experimental group occurred for the machinery department students, but not for the electronic department students. (3) There were no significant differences in the enhancement of the scores of fluency, flexibility, originality, and total score in verbal creative thinking abilities between the machinery and the electronic students. (4) There were no significant differences on the enhancement of the scores of fluency, flexibility, originality and total in figural creative thinking abilities between the machinery and the electronic students, while the effects of experimental teaching on the machinery department was better than that of the electronic department on the figural-elaboration scores.