The pre-adolescent period is the period in which the first presages of the approaching separation processes come up besides the accompanying physiological changes that begin to be felt gradually. Many writers say that intellectual inhibition and the related unsuccess in school is a typical case that is frequently observed among the pre-adolescents who consult for treatment for the first time. According to the psychoanalytic approach, one of the reasons of intellectual inhibition defined as the inability of making psychical investments to intellectual activities, of being interested and getting pleasure of them despite of having an average or above average intelligence level, is the subconoscious rejection of learning and developing independent reasoning because of its seperative and individuative impact. Especially in the pre-adolescency period, in case of that the anxiety of forthcoming separation from the primary objects is felt overwhelmingly, the intellectual inhibition can occur as a defence mechanism. In this study, the pre-adolescents who have failure in this period despite of having a normal intelligence level are compared with those who are able to keep their intellectual functions and use them effectively in school, in terms of anxieties of being confronted with ambiguity and separation via Rorschach test. In the protocols of the group of the intellectually inhibited preadolescents it is generally observed that they exhibit much hesitation and precaution in the discourse, become distressed by the last card that allows us to understand the way that people experiences the separation anxiety and cannot use their reasoning processes effectively in the face of separation. In addition, an intense investment to the bonds is noted in both groups even if it is more definite in the inhibition group. It can be said that in all pre-adolescent protocols, leaning relationship becomes prominent as a reaction to the oncoming separation which will take place in adolescence.