The impact of sociocultural disadvantage has been studied on creative thinking ability (non-verbal form) on 120 Ss of three grade levels (VII, IX & XI) from advantaged, disadvantaged home backgrounds studying in two types of institutions (advantaged & disadvantaged higher secondary schools). Gross comparison of the mean scores of various sub-groups on non-verbal test of creative thinking revealed that advantaged home and advantaged school backgrounds play a dominant role at VII grade level only, while only the cumulative effect of home and school advantage plays a significant role up to IX grade level. However, at XI grade level even the cumulative effect of advantaged home and enriched school does not dominate over disadvantaged home coupled with disadvantaged school background in the growth of non-verbal form of creative thinking ability. It is quite evident that at higher grade level irrespective of the type of schools there occurs more rapid increase in non-verbal test of creativity scores of disadvantaged home Ss as compared to their advantaged counter-parts.