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This paper provides a meta-analytic update on the relationship between intelligence and divergent thinking (DT), as research on this topic has increased, and methods have diversified since Kim’s meta-analysis in 2005. A three-level meta-analysis was used to analyze 849 correlation coefficients from 112 studies with an overall N = 34,610. The overall effect showed a significant positive correlation of r = .25. This increase of the correlation as compared to Kim’s prior meta-analytic findings could be attributed to the correction of attenuation because a difference between effect sizes prior-Kim vs. post-Kim was non-significant. Different moderators such as scoring methods, instructional settings, intelligence facets, and task modality were tested together with theoretically relevant interactions between some of these factors. These moderation analyses showed that the intelligence–DT relationship can be higher (up to r = .31–.37) when employing test-like assessments coupled with be-creative instructions, and considering DT originality scores. The facet of intelligence (g vs. gf vs. gc) did not affect the correlation between intelligence and DT. Furthermore, we found two significant sample characteristics: (a) average sample age was positively associated with the intelligence–DT correlation, and (b) the intelligence–DT correlation decreased for samples with increasing percentages of females in the samples. Finally, inter-moderator correlations were checked to take potential confounding into account, and also publication bias was assessed. This meta-analysis provides a comprehensive picture of current research and possible research gaps. Theoretical implications, as well as recommendations for future research, are discussed.