Transitional object, an intermediate area of experience between infant and major caregiver, is one of the most notable contributions of Winnicott. During the time of separation-individualization, a transitional object helps calm the infant and make them feel secure, increases their sense of control, and assists them in coping with frustration better. The second stage of individualization occurs in adolescence, during which time the transitional experiences function similarly as they did in early life. The present study tries to understand the collecting meaning and relationships of visual art creativity in adolescent from the object relation perspective. The focus group is consisted of 9 members from a 7-grade art talented class. The results show that the various objects are not necessarily one’s transitional object, but the transitional object may be among one of the possessions. Moreover, transitional object may be transformed to different activities including visual art creativities by adolescents. However, the overwhelming pressure to learn in the art talented class may have a negative impact on the adolescent’s attitude toward art making, which may causes some of the teenagers transfer their attachment from visual art making to other forms of creative activities.