In this study, it is aimed to analyze the relationship between critical thinking skills and problem behaviours of children at social risk through visual arts education. In this context, Mixed method including both quantitative and qualitative dimension was used. Convergent parallel design was used to structure the study. In dimension quantitative of research, one group pre-test-post-test model as one of the pre-experimental models was used by applying the retention test. In the scope of the qualitative dimension, holistic single case design was used as a design of case study. The study was carried out on a group of 54 people (27 females, 27 males) who are identified to be at risk. Quantitative data were collected using the Art Criticism Target Behaviour Scale (ACTBS) that consisted of twenty questions and developed by the researchers. Qualitative data were collected by in-class activities, self-assessment form and performance task developed in two phases including both children's drawing and critical dimension. According to the results; as critical thinking skills develop, the students follow a more sensitive and inquisitive development of behaviours, their prejudices decrease, they gain a positive point of view to establish cause-effect relationship, they develop the ability to control negative behaviours, so their consciousness and awareness increase regarding family, environmental and social fact. As a result, it is recommended that visual arts education should be used effectively in relation to other disciplines in the teaching-learning process.