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This article examines the fluctuating modes of investment of children with learning difficulties. The case of a ten-year-old child and the clinical report of his participation in a theater mediation group is used to reveal the particularities of practice with children with learning difficulties. The article shows, in particular, the fears of learning and the inhibitions that go along with a psychic functioning characterized by the establishing of major defense mechanisms against upsurges of anxiety or episodes of sadness. Within the framework of mediation, the way in which the affects of pleasure/unpleasure are discovered and shared in these symbolizing spaces are observed and analyzed. From infatuation to cheerfulness, we identify the range of ludic experiences that can be lived and shared within the group dynamic. This article works on the hypothesis that the pleasures of playing and pretending are connected to the deployment of creativity in the child, and the encouraging of their metarepresentative and associative capacities.