A girl of four was admitted to a special education kindergarten because she had disturbances in interpersonal relationships, and especially because she did not speak at all (no organic causes had been detected). Methods and results of an investigation of her initial spontaneous drawings, therapeutic guidelines and prognosis, as well as a follow-up and an additional analysis of drawings at a later stage, corroborating the former findings, are presented. Her first drawings showed two, at first sight contradictory and alternating modes of expression, which we decided to call a “motoric” and a “constructive” style. The investigation points to a reactive type of behaviour with periods of aggressive-destructive self-affirmation alternating with periods of depressive withdrawal and defensive self-enclosure, both as reactions to the same seemingly hostile surroundings. It thus appeared that we were facing a refusal of communication rather than an inability to relate. After ruling out organic causes, infantile autism or psychosis, a program of art therapy was established: A struggle with the material, channelling aggression and loosening the enclosure at the same time; structuring to serve the creation of graphical, reality linked, concepts instead of building defenses. A growing readiness for communication was anticipated and a sudden onset of speech would not have come as a surprise. Examination of her subsequent drawings and their comparison with the previous ones showed an almost completely new style (conforming rather with those of girls of her age). We do not suggest that the change was entirely due to art therapy but would like to point out that our diagnosis and prognosis were confirmed.