What makes architecture education special and privileged is its focus on learning based on experience and application (Schon, 1985:89). Thus, design studies where this learning takes place in terms of architectural design form the backbone of the architecture education. The basic aim of the studio training is to develop the creative potentials and creative thinking and attitudes of the design candidates. In this context, different methods are applied in studio training. Some of these methods aim at developing the creative thinking of the design candidates, but others aim at developing the students' three-dimensional thinking and creative skills. The basis of intellectual methods for creative thinking requires revealing creative personal characteristics. These models, also, serve for revealing the potential of creative product through creative person. Any creative form to be produced as a result of the creative thinking is also the product of a process of creativity. At the end of this dynamic process which includes the establishment of a relation between the content and the form and creation of a visual language, the design ideas are transformed into three dimensional design forms. Formal methods at this level serve for creative product and its development. All these processes (methods) are used in the synthesis process of the design process of a creative product. In the scope of this study, the design training in a historical process is studied in terms of the studios and the training models in these studios and popular and wide spread training methods and models are investigated. In the first part of the study, the methods used widely in today's design studies are grouped into two categories, intellectual and formal methods, and their relation with the creative process, creative product and the creative personal characteristics are analyzed. In the second part of the study, these methods are analyzed through the parameters of the Torrence Test of Creative Thinking (formal, verbal).