The study aimed at investigating the relationship between mathematical thinking and Creative thinking of Grade Nine students in the Sultanate of Oman. To achieve this goal, the study attempted to answer the following questions: what are the standards of mathematical thinking of grade nine students in Basic Education schools with regard to skills, priorities and type of skill (e.g. generalization, induction, inference, symbolic expressions, logical thinking, mathematical proof)? Do standards of mathematical thinking of grade nine students differ according to type of skill? Is there a correlation between mathematical thinking and its related skill among grade nine students and their mathematical Creative thinking ? does the standard of mathematical thinking of grade nine students differ according to difference in mathematical innovative thinking ( higher innovative skills, lower innovative skills)? To answer the above mentioned questions, the researcher developed a test in mathematical thinking skills and a test in mathematical innovative thinking based on theoretical literature. Both tests proved to be valid by a group of specialists in mathematics curricula and methods of teaching mathematics. The constancy of both tests was also assured. Reliability coefficient of mathematical thinking test was 0.84 meanwhile reliability coefficient of mathematical innovative thinking was 0.82. The researcher used the descriptive method and the analytical approach to represent the findings. The study showed the following results: Inference skill was the first skill among grade nine students followed by the - mathematical proof skill, then the induction skill, then the generalization skill, then the logical thinking skill, then symbolic expression skill. There were statistically significance differences among most of mathematical thinking - skills except between induction skill and mathematical proof skill as the difference was not statistically significance. There was a positive correlation between mathematical thinking and mathematical - innovative thinking as the correlation coefficient was 0.55. There were statistically significance differences between higher creative skills and lower creative skills in mathematical thinking, In the light of these results, the researcher provided a set of recommendations and suggestions. On top of the list of these recommendations and suggestions the researcher recommends that more emphasis should be put on objectives that are concerned with development of mathematical thinking skills and mathematical Creative skills in teaching mathematics in all educational levels. More care should be also made with regard to teacher preparation and training programs pre-service and in-service through including training programs methods, approaches and components of mathematical thinking and innovative thinking