The National Commission on Educational Reform addressed the need to develope creativity in students to prepare for the 21st century. In order to develop creativity in students, it proposed that curriculum should be developed to adapt to students’ needs and aptitude. In a way to adapt students' needs and aptitude, differentiated curriculum was recommended. This study attempted to build a normative model for curriculum differentiation to serve as the basis for the development of creativity in students. In doing so, the underlying values of the meaning of curriculum that give directions in which curricular elements are treated and interrelated were explored. Three different value positions were identified and justified. Accordingly, three different way of differentiating curricula were possible. The model Ⅰ differentiates curriculum by sequencing and dividing school knowledge, the model Ⅱ does it by dividing and sequencing objectives. In the model Ⅲ, curriculum is differentiated in terms of the perspectives that students presently have and the ways 10 that they learn to make sense of world. Curriculum is differntiated by reconstructing the traditional school knowledge and the related curriculum elements in the manner of providing relevance to students. By reviewing the literature on creativity, examining the characteristics of curriculum practice in Korea, and exploring specific cases of the three Models being used in schools, the model Ⅲ was selected as being consistent with the intentions to develop creativity 10 students expressed by the National Commission. Lastly, suggestions for the model Ⅲ to help educators to think and develop differentiated curriculum were made.