The research aimed at developing the imaginative abilities and creative linguistic self-efficacy of the first year preparatory linguistically advanced students via implementing a program based on the imaginative educational approach. A group of 35 first year preparatory linguistically advanced students was assigned to form one treatment group. The research problem represented in lacking the first year preparatory linguistically advanced students, imaginative abilities and decreasing their creative linguistic self-efficacy level. This weakness hinders them from practicing the creative linguistic thinking and then the creative linguistic performance during language reading and listening perception. The research depended on preparing an imaginative abilities checklist and a creative linguistic self-efficacy scale required to the first year preparatory linguistically advanced students. The findings of the research revealed that the program based on imaginative educational approach had a positive effect on developing the preparatory stage linguistically advanced students, imaginative abilities and creative linguistic self-efficacy. These findings were exposed through the statistical analysis of the research two instruments. There were statistically significant differences between the mean scores of the treatment group in the pre-and the post-administrations of the imaginative abilities test and creative linguistic self-efficacy scale in favor of the post administrations which referred to the effectiveness of a program based on the imaginative educational approach.