This study explored preservice teachers' (PST) perceptions to implement technology interventions for students with attention deficit hyperactivity disorder (ADHD). Technology avails unlimited potential for students with ADHD yet remains relatively untapped. The conceptual framework was based on Bandura's social cognitive theory of self-efficacy: the belief in one's ability to accomplish a task. Using a qualitative exploratory case study, PSTs' perceptions of ADHD and technology interventions were explored, as it pertains to teacher self-efficacy (TSE). A purposive sample of 12 PSTs participated in semi-structured interviews, answering open-ended questions to gain authentic responses. A focus group interview consisting of four participants provided additional depth of PSTs' experiences. Using Braun and Clarke's (2022) six-steps to reflexive thematic analysis, and NVivo software, the data revealed 12 themes aligned to three research questions. The findings suggested PSTs had limited knowledge of ADHD and received scant training on technology interventions to meet the needs of students with ADHD. Although PSTs showed willingness to seek knowledge and skills to support students with ADHD, PSTs encountered barriers in their endeavors, leading to frustration. The recommendations of this study included coursework on ADHD at the preparatory level, and additional PD, resources, and collaboration at the school setting. This study contributed to the field of literature, providing insight into PSTs' perceptions and barriers encountered to support students with ADHD using technology, revealing a gap between PSTs' knowledge and practice in need of further review. Future research is recommended to ascertain policymakers' perceptions on integration of technology interventions for inclusive settings. A follow-up study using the same participants could provide updated data on their experiences and perceptions. Holistic approaches to ADHD interventions should also be considered. [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.]