Research in the curriculum field has largely ignored the relationship of right and left hemispheric dominance to students' writing of creative imagination imagery. To close this gap in our knowledge, this study related hemisphericity theory and application by investigating the degree to which music or guided imagery, or music and guided imagery influenced the fluency, flexibility, originality, and quality of creative imagination imagery in right or left hemispheric dominant students' writing. Investigated additionally was the degree to which music and guided imagery influence the attitudes of right or left hemispheric dominant individuals toward the writing of creative imagination imagery. The four treatments consisted of music and imagery, no music and imagery, music and no imagery, and no music and no imagery;Three trained readers analyzed the writing products of 160 undergraduate students participating in the psychology pool at Iowa State University. The subjects involved included only those students classified as either extreme right or left hemispheric dominant on the basis of scores obtained from Your Style of Learning and Thinking (Torrance et al., 1977). The fluency, flexibility, originality, and quality of subjects' written creative imagination imagery were measured by an author-developed instrument;The treatment had a significant effect (p < 0.0001) upon students' written creative imagination imagery. Those students receiving music and guided imagery produced writing with the greatest amount of fluency, flexibility, originality, and quality. These same students displayed the most positive attitude toward the writing exercise itself. Dominance had no significant relationship (p < 0.05) with students' written creative imagination imagery;Reference;Torrance, E. P., Reynolds, C. R. Riegel, T., & Ball, O. Your Style of Learning and Thinking, forms A and B. The Gifted Child Quarterly, 1977, 21, 563-585.