This study aimed to determine the strategies for teaching English as a foreign language (EFL) to a student with attention deficit hyperactivity disorder (ADHD). It was carried out in the South of Ecuador and used the descriptive qualitative method to explore how teaching strategies impacted the behaviour and learning experiences of the ADHD child. The instruments to collect data were two pre-tests, two post-tests, and a checklist per class. Additionally, the pre-service teacher completed a checklist when observing each class. Furthermore, to gather information from the main English educator, a pre-survey and a post-survey were administrated. The findings showed that activities comprised within the gamification approach were effective for teaching EFL to the ADHD student, these activities included recompenses that persuaded the learner to complete them in no time.