Creativity is one of the basic competencies of students to face social problems and developments. Despite the emphasis of educational documents on fostering creative thinking, junior high school curricula face limitations in content, teaching-learning processes, and environmental conditions. The present study aimed to explain the structural relationships of factors affecting the creativity-oriented curriculum of junior high school students and to validate the proposed model. The quantitative part of the present study was a sequential mixed-method exploratory study. The statistical population of the quantitative part consisted of professors and experts in the field of curriculum. Data were collected with a researcher-made questionnaire based on the findings of the qualitative phase. The construct validity of the instrument was examined through confirmatory factor analysis and its reliability was examined with Cronbach's alpha. Descriptive statistics, normality test, confirmatory factor analysis, path analysis, and structural equation modeling with SPSS and LISREL software were used to analyze the data. The results showed that the creativity-oriented curriculum model consists of three dimensions: content factors, process factors, and environmental factors. The validity and reliability indices of the instrument were satisfactory, and the overall fit of the model was confirmed. Also, all structural relationships between the dimensions of the model were significant, and content, process, and environmental factors interacted with each other to explain the structure of the creativity-oriented curriculum. The confirmed model can be a valid framework for designing, reviewing, and evaluating junior high school curricula and, by coordinating the content, implementation process, and learning environment, provide a basis for strengthening students' creativity and innovation.