The purpose of this study is to explore the implications of various experiences of art therapists who have conducted group art therapies for elementary school children with ADHD. This study applied Max van Manen's hermeneutic phenomenological research method. The participants of this study included 15 art therapists, and in-depth interviews were conducted from March to September 2014. As a result, 9 essential themes and 34 sub-themes were derived and examined. The primary conclusions are as follows. First, art therapists who conduct group art therapies for ADHD children often undergo confusion and other difficulties, but they eventually come to overcome those difficulties through continuing and varied self-regulation means as a professional therapist. Second, art therapists face parents of children as additional clients and realize the significance of consulting with, and educating them in ADHD treatment. Third, the art therapists felt a strong bond with ADHD children, and they recognize the usefulness and strength of those therapies and become aware of the distinctive features of the children’s art work in art therapy. Fourth, art therapists use their own emotions as a therapeutic instrument by disclosing and sharing their emotions with ADHD children, which leads to a new way of communication with the children. In this course, they discover the possibility of the children being changed and experiencing growth and change in their own perspectives.