The purpose of this study was to explore the relationship between mind wandering, metacognition, and creativity in a sample of Chilean high school students. Two hundred and twenty-eight secondary students took three self-report scales on mind wandering, metacognitive strategies and reading difficulties, two verbal creativity assessments, a test of fluid intelligence and a measure of attentional capacity. Correlational analysis, a single multiple hierarchical regression, and a three-way moderation model were performed on data. Controlling for fluid intelligence and reading difficulties, metacognition and attention predicted creativity while mind wandering did not. Additionally, a three-way interaction showed that mind wandering had a positive impact on creativity only among students with both high attention and high metacognition. These results reflect the relevance of cognitive self-regulation for creativity during the high school years. Educational implications are discussed.