Students with attention deficit hyperactive disorder (ADHD) struggle with more learning challenges than any other group of students; these individuals may experience spiritual fragmentation that impacts the effectiveness of academic program structure and learning outcomes. The purpose of this hermeneutic, phenomenological study was to explore how college students with ADHD are affected by disassociation and fragmentation. The conceptual framework for this study was based on the constructionist theories of Erikson, Maslow, and Vygotsky. I utilized a sampling which included 39 participants using a Qualtiracs survey as the instrument. In addition, five of these participants were also interviewed. The data was analyzed through open, axial, and selective coding to identify common patterns and themes of behavior from the participants. The participants revealed that 75% of them understood the textbook definition of fragmentation but only 33% of participants understood how fragmentation hindered their ability to learn. Participants who had experienced trauma was 71% with 48% of participants having had trauma cause failure in academia, jobs, and relationships. Regardless of these high failure rates, 62% of participants believed they had strong enough coping skills in place to cope with life issues with 82% of these participants still struggling with negative coping skills such as binge drinking, illegal drugs, overspending and over eating. The implications of this study may affect students, parents, educators, universities curriculum, and military personal who struggle with these conditions by increasing awareness of effective tools and strategies used to improve the learning outcomes of 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.]