This study focused on describing teachers' perspectives in reference to cooperative learning, students diagnosed with ADHD, and teacher participation in professional learning communities (PLCs). A quantitative methodology, survey study method was used to collect information. The literature review on ADHD and Cooperative Learning helped develop the framework of the study, concentrating on the academic aspect of students' diagnosed with ADHD. The study addressed four research questions and hypotheses. The survey instrument had four sections: general information, general questions, cooperative learning, and professional learning communities. The sample population was classroom teachers at the elementary level with students diagnosed with ADHD in their classrooms. The results indicated that cooperative learning was considered an effective teaching strategy to be used with students diagnosed with ADHD. Professional learning communities also influenced teachers' perspectives in relation to the implementation of cooperative learning in the classroom. Implications of this study includes further investigation on this topic, finding additional strategies that could be effective with students diagnosed with ADHD, and the support of professional learning communities' initiative to enhance teacher collaboration. [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.]