The purpose of this study was to explore the anxiety and stress-reducing effects of drawing, using different drawing materials by promoting the development of student confidence. The drawing activities were designed to foster the exploration of identity, emotion, and sense of self, while encouraging the exploration of materials and mark making. Researcher interests included theories surrounding the therapeutic effects of drawing, the aspects of art therapy that can be utilized in art education, the effects of anxiety and stress on adolescents during development, and the promotion of art-making as a stress management tool. Through an inductive case study, a series of daily drawing warm-up activities, the theme of which changes weekly, were implemented over an eight- week period during the student participants' regularly scheduled art class periods. High school students, whose ages ranged from sixteen to eighteen, were chosen based on the self-evaluation of their stress and anxiety levels and did not need to have a diagnosed anxiety disorder. Data was collected through observation field notes, student pre and post-activity self-anxiety-rating-scales, student journal responses, audio recordings, interviews, and artwork. Data was coded by the following themes: stress and anxiety; reduction of stress; and improvement in self-confidence, as assessed by the student. The study concluded that the implementation of anxiety-reducing drawing warm-up activities into an art education curriculum could foster improvement in student confidence, as well as the exploration of drawing materials and methods; which positively impacted student stress levels.