The purpose of this study was to determine the knowledge level (general, etiology, assessment, treatment) of attention deficit hyperactivity disorder (ADHD/ADD) of principles, regular education teachers, and special education teachers in the First Educational District in Northeast Tennessee. The study further the amount of instruction on ADHD/ADD that educators received as part of their teacher training and after they began teaching, the number of books and articles they read on ADHD/ADD, the number of students with ADHD/ADD they worked with, and the number of students they worked with who were on medication. The study also revealed teacher beliefs about ADHD/ADD as a legitimate educational problem, benefits of additional training, and how to best receive information on ADHD/ADD. Six research questions guided the study and 20 null hypotheses were formulated and tested at the 0.05 level of significance. Data were analyzed by using the t-test, the analysis of variance and the analysis of covariance. Results of the study indicated a significant difference between position and knowledge, degree and knowledge, and years of professional experience and knowledge. No significant difference existed between the type of system employed in and knowledge level. [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.]