Cultivating problem-solving in highly motivated university students remains a persistent priority in higher education. These highly motivated students often enroll in honors programs to engage in small group discussions with their like-minded peers to enhance creative problem-solving skills; however, limited empirical research exists on the effectiveness of creative thinking interventions on creative problem solving among introverted university honors students. This study focused on how the Six Thinking Hats (STH) method, a creative thinking tool designed to encourage individuals to think in parallel with those of others through six metaphoric Hats, increased creative problem-solving behavior in introverted honors students. I used a quantitative, single-case multiple baseline design across four introverted university honors students was used to examine a functional relation between the STH method and creative problem solving. The dependent variables were: (a) total number of Hats, (b) number of topic-related participation units, (c) total number of creative ideas, and (d) total number of words per Hat. Results indicated a functional relation between the STH method and the number of Hats (i.e., perspectives), but no functional relation existed for topic-related participation units, creative ideas, and words per Hat. The social validity data, confirmed through thematic analysis, revealed three themes regarding the STH method: (a) awareness of metacognition, (b) meaningfulness of the intervention, and (c) application to problem-solving situations. This study offers a first step in contributing to the small body of experimental research on the effectiveness of the STH method in promoting multiple perspectives among introverted undergraduate honors students.