Universities in developed countries require people who can think, make new scientific discoveries, and find more adequate solutions to compelling world problems. For developing countries, integration of creative thinking skills in university education is a crucial need for shaping their future orientations and actualizing reforms in political, economic, and cultural areas. For many developing countries, creativity remains neglected, whereas in developed countries, educational philosophy and goals rely on students' enhancement of creativity and self-actualization. The Turkish educational system, which is highly centralized and achievement oriented, seeks creative and innovative teachers who are able to enhance creative thinking strategies and who respect the creative ideas of students. This study investigated whether 4 dimensions of creativity (fluency, flexibility, originality, and elaboration) are accounted for at the university entrance examination (OSS) to select prospective teachers in Turkey. The study sample consisted of the students of Akdeniz University, Faculty of Education. Regression analyses demonstrated that although creativity dimensions were not included in OSS in previous years, they are taken into consideration at moderate but significant levels in recent years. This shift at OSS, which is a standardized test, appears to be the sign of an educational innovation; however, it is not sufficient to produce an educational reform for a creative, developed society. This article discusses the alternative ways of selecting and training prospective teachers who are creative and who can develop creativity and innovation in Turkish society.