The process of creative thinking is the stage of thinking of students to generate ideas, plan and produce a mathematical problem solving, by getting creativity products that fulfill aspects of fluency, flexibility and novelty. A creative thinking process needs a visual perspective in triggering one's creativity so that the stages in processing, managing and processing information to solve problems can be effective and efficient. The reality that occurs in elementary schools shows that educators pay less attention to the triggers of student creativity and there are those who underestimate the type of student learning style. This study aims to describe the process of creative thinking of elementary school students in a visual and gender perspective in solving geometric problems. The research subjects were two people, namely men and women viewed from a visual perspective. Data collection is done by giving test questions to solve the first problem to the subject, and if at the time of completing the test sheet the first problem solving there are unwritten data or not disclosed then in-depth interviews are conducted directly to the subject, then triangulation time is done by giving a problem solving test second. The data that has been obtained is then analyzed by conducting description, categorization, reduction, interpretation of data and drawing conclusions. The results showed that all the stages of creative thinking in solving geometry problems can be done correctly by the subject, which begins with generating ideas through reading and observing the Images in the problem, so that the two subjects can identify the information that is known and what is asked, and can do three processes different and correct planning, but the three subjects produce the right product but differ in planning and the product produced.