To effectively support the academic development of students diagnosed with attention deficit hyperactivity disorder (ADHD), it is crucial to establish a collaborative relationship between middle school teachers and parents. However, the lack of comprehensive comprehension regarding teachers' perspectives on this collaboration impedes its successful execution. The focus of this qualitative study was to explore middle school teachers' experiences and perceptions when collaborating with parents of students with ADHD. The research question guiding this study was: What are teachers' perceptions of parent-teacher collaboration for students with symptoms of ADHD? A generic qualitative approach was employed, allowing for an in-depth exploration of teachers' perspectives. Data were collected through interviews and observations and were then thematically analyzed using constant comparison. This analysis enabled the identification of patterns and the derivation of various themes. The findings revealed that teachers recognized parent-teacher collaboration as crucial for supporting the academic and social-emotional needs of students with ADHD. They acknowledged collaboration as a shared responsibility, emphasizing the need for open communication and mutual trust. Findings from the study underscored the significance of parent-teacher collaboration in enhancing the educational experiences of students with ADHD. The identified key themes offered valuable insights into how teachers perceived and experienced various relevant challenges. These results also emphasized the importance of targeted interventions and strategies in overcoming obstacles to effective parent-teacher collaboration. By bridging the gap between middle school teachers and parents of students with ADHD, this research contributes to fostering collaborative practices that have the potential to improve the behaviors and performance of middle school students with ADHD. [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.]