The goals of this study were to find the effects of the CPS programs using scientific tales on children's creativity and problem solving ability, and to develop the teaching-learning methods and to suggest the important implications for the children's education. The hypotheses for the researches were as follows. Hypothesis 1: There will be meaningful effects of the CPS programs using scientific tales for fostering the linguistic creativity(imagination, fluency, originality) of the preschool children. Hypothesis 2: There will be meaningful effects of the CPS programs using scientific tales for fostering the figure creativity(continuation, connectivity, completion, new element addition, theme, unconventionality) of the preschool children. Hypothesis 3: There will be meaningful effects of the CPS programs using scientific tales for fostering the problem solving ability of the preschool children. The experiments were performed with 60 five-years old children(male:29, female:31) who were enrolled and studied in the kindergarten located in Seoul. The CPS programs using scientific tales were intervened in the experimental group. The children of the experimental group were participated in the instruction and during the instruction they listened a tale for 20 minutes followed by CPS programs. There were three times instruction in a week. And the children of the control group were just listened a tale and required to be answered for the tutor's questions. These experiments have been performed for ten weeks. The instrument for measuring creativity was the integrated creativity test(Kyung-Hwa Lee, 2003), and using the test of the problem solving ability(Seung Hwa Song, 2003). The data were analyzed by SPSS WIN 10.0 statistical package. In order to verify the hypotheses t-test was found. According to the experiments, some meaningful results were derived. The children of the experimental group with CPS programs using scientific tales were more improved in the linguistic and figure creativity and problem solving ability than the control group only with tales. All of the sub-factors of the creativity and problem solving ability were much more improved for the experimental group who experienced the science programs using tales. Consequently, the CPS programs using scientific tales make children generate the interest in the science and nature, and drive them to the scientific activity. From this activity, children have chances to think over the nature and problems around them, and improve their creativity and the various abilities for the problems by themselves. The CPS programs using scientific tales will be the meaningful teaching-learning method to improve children's creativity and problem solving ability.