This study investigated the intricate relationship between mathematical creativity and ability among college students, with a focus on uncovering their interplay and implications for educational practices. Employing a causal-comparative quantitative descriptive methodology, adapted questionnaires were utilized to collect data from 162 college students enrolled in mathematics-related courses during their third and fourth years. The comprehensive data analysis unveiled significant insights. While college students demonstrated a notable level of mathematical creativity, reflected in an average score of 3.49 with a large standard deviation of 0.764, their level of mathematical ability appeared comparatively lower, with an average score of 9.86 and a low standard deviation of 2.788. Surpassing the conventional significance threshold, the computed p-value of 0.895 led to the non-rejection of the null hypothesis, indicating no significant correlation between mathematical creativity and ability among the student cohort. In light of these findings, recommendations are proposed to enhance both mathematical creativity and ability within educational settings. Overall, recommendations in this study aim to enrich students learning experiences and enhance their mathematical abilities.