This is a case study of group art therapy conducted to improve the academic self-efficacy of adolescents in institutional care. Participants of the study are six middle school students who live in child care institution with low academic scores. The group art therapy program was consisted of 10 sessions including pre- and post-test and conducted for 90 minutes once a week. In this case, the process of change was qualitatively analyzed in order to find out the effect of the art therapy program on the academic self-efficacy of adolescents in institutional care. In addition, pre- and post-test for an academic self-efficacy was completed, and Wilcoxon Signed-Rank test was performed as a non-parametric statistical method for the three sub-categories of confidence, task difficulty preference, and self-regulation efficacy. First, in the process of each session, the group art therapy program had promoted interaction among group members to improve the academic self-efficacy of adolescents in institutional care. Second, as a result of the academic self-efficacy test, the group art therapy program was effective in improving the overall academic self-efficacy of adolescents in institutional care. Among the sub-categories, the group art therapy program was effective in area of confidence. In conclusion, it can be seen that structured group art therapy programs have helped improve academic self-efficacy by promoting emotional support adolescents in institutional care.