The purpose of this study was to discover the effects of group art therapy on self-efficacy and school life adjustment of children from multicultural families. The research selected 10 children of multicultural families in the 1st and 2nd grades who attended the care classes of T elementary school, located in A city. The children were allocated to the experimental and control groups, each with five children, with each group completing the programs 20 different 90 minutes, twice a week, from November 2016 to February 2017. The measuring tools were objectified by the quantitative analysis of the self-efficacy test and the school life adaptation test for clarity of group art therapy, and the qualitative analysis was studied based on the dynamic school life drawing (KSD) test. Although results illustrated the influence of group art therapy on children’s self-efficacy of children in multicultural families was positive in self-confidence, and task difficulty, there was no significant difference in self-regulation efficacy. Additionally, the school life adaptation test showed positive changes in relationships with teachers, companionship, and school curriculum areas, but no statistically significant differences emerged in the area of school rules. Moreover, the KSD s pre-examination showed small figures and a bar picture of teachers, classmates, and school classes, but the post-examination illustrated positive changes in interpersonal relationships where friends and teachers interact with each other.