This paper addresses the possibility of using the Baum test as a depression assessment tool for elementary school students. Participants included 358(192 males, 166 females) elementary school students from grades four to six. Measurements included the CDI and the Baum test. This study established 15 interpretation criteria. Data analysis was performed using cross tabulation and discriminant analysis. The results indicated that six total indices and four detailed indices showed statistical significance. In the case of total indices, moderate to strong pencil pressure, continuous stroke, center-oriented location, appropriate tree size, the absence of baseline and landscape were more prevalent in the drawings by healthy children. In the case of detailed indices, trunk knots, severed trunks, the absence of shading and roots were more commonly observed in the drawings of depressed children. All other indices showed evidence of meaningful differences in cross tabulation were performed a discriminant analysis. The results of the analysis indicated 88.8% discriminatory power for the variables, and the Baum test characteristics of pencil pressure, tree size, landscape, trunk knots, and severed trunk were statistically significant variables. In conclusion, the Baum test appears to be an effective tool for assessing elementary school students' depression.