The focus of this talk is to review the CREACT (Creative Reversal Act), its theoretical background, and to present research studies carried out on its effectiveness on students’ creativity. The CREACT is a creative teaching technique (Sak, 2009) developed based on the theory of the janusian process that was originally proposed by Rothenberg (1971). The janusian process plays a role in many creative accomplishments, such as the theory of natural selection proposed and the general theory of relativity. Creative ideas holding oppositions, paradoxes, and paradoxical metaphors can be produced through the use of the CREACT. It is composed of five steps: construction, segregation, opposition, combination and elaboration processes. A series of research was carried out on the effectiveness of the CREACT. One of the studies showed that the use of the CREACT improved students’ creative performance significantly on the poem and story tasks, but had a low effect on their creative performance on the paradoxes task. Second study involved students’ performance on concept learning and construction of paradoxes. In this study, experimental groups showed higher performance than did the control groups on the both tasks. In another study, the social validity (social acceptance) of the CREACT was investigated. Students’ satisfaction with use of the CREACT was found very high. Research findings imply that the CREACT can be used effectively in a variety of settings, including classrooms and workplaces.