The goal of this study was to explore how young students' use of language to talk about their abilities affects their perceptions of self in the elementary art classroom. After observing reticence and low self-esteem reported among elementary-aged students while in the process of creating works of art, the exploration, discovery, and implementation of an individualized, self-affirming strategy for recognizing and renegotiating negative internal dialogue and maladaptive behaviors occurred. The strategy, Self-Instruction (SI) refers to training focused on self-reflection and redirection of negative thinking to influence performance and self-concept (Meichenbaum, 1975). Four participants who exhibited signs of significant levels of self-doubt and the use of negative self-talk during artmaking experiences received intervention in the form of SI training. Over thirteen weeks, participants attended general art classes and weekly individual sessions. Participants were given the opportunity to practice using self-scripted language to influence problem-solving behaviors and self-concept while creating art. Data collected through observation, reflection, audio recording, documentation of artifacts, and semi-formal interviews were coded and used to analyze changes in participants' thought processes and behavior patterns over time. Attention was given to the display of confidence, independence, and perceptions of capability. It was concluded that thoughtful use of language about oneself and a supportive environment was influential in developing independence and confidence in young learners' perceptions of success in the art room.