The purpose of this study was to examine the effects of group art therapy on the intrinsic academic motivation of adolescents. For this purpose, 12 out of 24 elementary school students in grades 4-6 who use the G and H community child centers were placed in the experimental group, and the remaining 12 students were placed in the preliminary group. Experiments on the subjects of the experimental group participating in the program were conducted for twelve 75-minute sessions, once a week for 3 months. The intrinsic academic motivation test and AMT academic motivation test were conducted before and after the experiments as a research tool for evaluating the effectiveness of this study. In addition, the analysis of variance with repeated measurement was conducted as a statistical analysis method to verify the result verification. As a result, it was found that the group art therapy program for enhancing intrinsic academic motivation of adolescents has an effect on inner value, self–efficacy, curiosity, self–confidence, preference for high-level tasks, emotion, behavior and preference for difficult tasks. The results of this study suggest that the group art therapy program improves the intrinsic academic motivation of adolescents, so that they can successfully perform the given tasks and cultivate a constructive attitude toward learning. Therefore, group art therapy can be used as an effective counseling technique in schools and community child centers.