In this multi-case study, I explored how two school counselors, three community-based counselors, and three families viewed barriers to academic success for Black students in K-12 with Attention Deficit-Hyperactivity Disorder (ADHD) in Baltimore, Maryland. I examined the scope of the problem, the effects of the barriers to academic success, and how schools, communities, and families can work together to overcome those barriers. The study indicated that barriers to academic success include: (a) the failure to collaborate amongst systems to provide support; (b) the inability to create a quality system of support that addresses the intersectionality of being Black and having ADHD; and (c) understanding what it means to experience that intersectionality. Implications for practicing school counselors included the idea that advocacy and reform are needed to showcase the importance of partnerships related to working together in order to address challenges to academic success, multicultural training, and multicultural practices. [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.]