The problem addressed in this study was the lack of knowledge of adequate behavior management approaches in teaching students with of attention deficit hyperactivity disorder (ADHD; Owens, 2020; Poznanski et al., 2018). This study explored teachers' knowledge and perceptions of ADHD and how they utilized behavioral management strategies with students with ADHD in classroom settings. Through a qualitative descriptive case study, the investigation sought to understand the personalization, adaptability and empathy needed in effectively managing the learners diagnosed with ADHD. The methodological approach incorporated interviews with twenty elementary school teachers and a focus group with a subset of ten teachers, which facilitated the insightful exploration of their strategies, experiences, and professional development concerning ADHD students. In exploring the initial research question, two distinct themes emerged including teacher knowledge and perceptions of ADHD and management strategies. Similarly, for the second question, three themes surfaced including continuous learning and professional development, collaborative support for ADHD education, and teacher dispositions. The core discoveries stress the imperative of ongoing learning for professionals, deepening their understanding of content, and fortifying the support among colleagues working with students with ADHD. These insights bring to light the pivotal role that a well-rounded educational framework and team synergy play in creating a nurturing learning environment for students with ADHD. Moreover, the research casts a spotlight on the potential for marked enhancements in the educational paths of ADHD students. This potential is anchored in the training of educators, fostering effective communication channels, and nurturing the spirit of teamwork. These findings serve not just as a mirror reflecting the current state but also as a map guiding toward meaningful advancements in supporting ADHD students academically. [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.]