This study examined the effectiveness of a group art therapy intervention within a school setting to increase coping skills and decrease disruptive behaviors in a group of 6 eighth-grade students at risk for making a poor transition to high school. The mixed-method AB single-case experiment measured each individual's changes in behavior and coping from baseline (A-phase) to post-intervention (B-phase). Changes in pre- and post-intervention "Me in Ninth Grade" drawings also suggested improved ability to anticipate social roles and an increased sense of school belonging. Results partially supported the hypothesis that the school art therapy group can be beneficial in decreasing disruptive behaviors and increasing coping skills for the transition to high school. (Contains 4 tables and 5 figures.)