This research aims at examining the psychological causes of intellectual inhibition, that is defined as the inability of making psychical investments to intellectual activities, of being interested and getting pleasure of them. Psychoanalytic researches show that the pre-adolescence period can play a constraining role in terms of intellectual functions and be a contextual risk factor of intellectual inhibition, because of the psychological transformations and the difficulties that the individual undergoes in this period. The most apparent sign of intellectual inhibition in the pre-adolescence period is for sure the decrease in success in school. Therefore, the subject group of this research consists of preadolescents who display an explicit failure in school. In this respect, the preadolescents who have a normal or high-normal WISC-R score, not having had any psychological appeal before, not depicting serious domestic conflicts and still exhibiting an evident failure in school are compared to those who show good success in school, in terms of making investment to intellectual processes, working over drives and affects, castration anxiety and anxieties of being confronted with ambiguity and separation via the Rorschach test. Although the statistical evaluations are partly insufficient to show the differences clearly, the content analyses that are relied to psychoanalytic interpretations allow to show some psychological differences. However, it can be said that it will be helpful to evaluate each case in terms of its uniqueness.