Students with attention-deficit/hyperactivity disorder (ADHD) and executive function (EF) difficulties exhibit numerous symptoms that contribute to their struggles in school. The purpose of this action research study was to investigate and improve the academic experience for high school students with ADHD and EF deficits at Bayside High School. Participants and data collected in Cycle 1 consisted of students with ADHD and EF deficits and teachers who offered their insights about the experiences of high school students with ADHD. Action steps included a 6-week program which was designed, implemented, and evaluated in Cycle 2 to educate teachers on the diagnosis and symptoms of ADHD as well as EF deficits, then discuss and develop strategies for helping these students to develop academic independence. Findings included: high school students with ADHD and EF have difficulty choosing strategies to address their academic difficulties and teachers should set aside time during class to help them with this, participants believe education is needed about the different ways that ADHD and EF manifests itself so they can better understand how to work with these students, and students with ADHD respond better when teachers establish a supportive relationship. Implications for the organization included an infographic of strategies that were discussed or developed, a continuation of the professional development program for teachers at the research site, and sharing information about ADHD and EF in the classroom and on social media to educate readers and support students with ADHD and EF. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]