This study explores the moods and behavior of an emotionally impaired child before and after therapeutically oriented painting activities and assesses the effectiveness of this assistance method. The study employs qualitative research methods. The subject of this study is a fourth-grade emotionally impaired student who participated in painting activities twice each week, for a total of 16 sessions. Data was collected throughout the sessions via photography, audio and video recordings and analyzed for verbal descriptions, non-verbal expression, and interaction with the researchers. In addition, assessment, observation, and interviews of the student's mother and school personnel (administrators, guidance personnel, resource class teachers, guidance teachers, and class mothers) were used to gain an understanding of how effective therapeutically oriented painting activities are as a means of helping emotionally impaired children. This study reached the following conclusions from the research findings: (1) There was a significant improvement in the child¡¦s interpersonal relationships following the painting activities. (2) The child participated actively in family activities, and displayed positive interaction with his mother and older brother. (3) The child displayed significant positive changes in terms of innate abilities, learning motivation, self-affirmation, and personal growth. (4) The child's in-school performance displayed significant progress. (5) The child's communication abilities increased dramatically.