The purpose of this study is to examine the effect of ceramic sculpting activities on improving self-efficacy for students with intellectual disabilities. For this purpose, 10 students with intellectual disabilities who are enrolled in the integrated education class of H high school located in B city, who wish to participate in ceramic art activities, received the consent of parents and students to participate. Five people were assigned to each of the experimental and control groups, and the experimental group was subjected to a total of 10 ceramic-making activities for 50 minutes once a week. In order to examine the effect of the study, pre-post-tests of self-efficacy were conducted in the experimental and control groups, and analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were performed using the SPSS/WIN 23.0 statistical program. In addition, the results of analyzing the effects of the participants based on the impressions of each session of the ceramic art activity were combined with the content analysis. As a result of this study, it can be seen that the self-efficacy of the experimental group participating in the pottery modeling activity was significantly improved. The results of this study showed that ceramic sculpting activities can be an effective activity to improve the self-efficacy of students with intellectual disabilities.