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The study aimed at investigating the effect of using cognitive aesthetics on creative thinking of Faculty of Educational Sciences students and identifying whether this effect differs due to different study subjects. The sample consisted of (61) first year students studying biology distributed in two sections and (60) studying psychobiology distributed in two sections. Every two sections studied the same course were divided into two groups; the experimental group who was taught using cognitive aesthetics while the control group who was taught by the traditional method. Torrance Test of Creative Thinking was applied at all groups as posttest. The results revealed statistically significant differences at (≥ α 0.05) in creative thinking between the two groups in favor of the experimental group due to using cognitive aesthetics. It also showed that there were no statistically significant differences between the biology and psychobiology groups in creative thinking despite the different in course nature. Key Words: Cognitive Aesthetics, Creative Thinking, Faculty of Educational Sciences / UNRWA- Jordan