The purposes of this study were (1) to design a humor-training curriculum for 7-th grade students and (2) to investigate the effect of this curriculum to the creative thinking and interpersonal coping of 7-th grade students. For these aims, the researchers first divided 4 classes of 7-th grade students into the experimental group and control group. The experimental group was trained by a new intergrated-activities curriculum, which was embedded with humor-training skills. In contrast, the control group was trained in the usual curriculum of the integrated activities. The dependent variables included participants’ performances on the “New Creativity test”, “Multidimensional Sense of Humor Scale”, and “Humoristic- interpersonal coping inventory”. After 1 year of training, the researchers found (1) that at the aspect of creative thinking, the experimental group significantly outperformed the control group on the linguistic creative thinking, although they both performed equally well on the pictorial creative thinking and (2) that at the aspect of interpersonal coping, there was no difference between the performances of the experimental and control group on multi-component humor inventory and humoristic- interpersonal coping inventory.