Executive function is deficient in individuals with ADHD. Playing a musical instrument has been shown to improve executive functions. This study examined if participants with ADHD perceived a connection between playing an instrument in a music ensemble and improved executive functioning, as well as improved ADHD presentations. The research design used for this study was a basic qualitative design, focusing on phenomenological intrapersonal inquiry. Data collection was done entirely through 60-120 minute semi-structured interviews with both music educators and non-music school personnel that participated in instrumental music ensembles as young students. Interviews were recorded using Zoom, transcribed using Microsoft Office 365 Word, and coded using NVivo coding software. These participants with ADHD perceived a connection between playing an instrument in a music ensemble and improved executive functioning, including improved working memory ability and processing speed, improved inhibitory control and attention, and increased motivation and self-esteem. Additionally, participants with ADHD perceived a connection between playing an instrument in a music ensemble and improved ADHD behaviors. The findings are significant because they provide evidence of higher engagement, motivation, structure, and self-esteem in individuals with ADHD that they so rarely experience in other facets of their lives, and these benefits are transferable to other non-musical aspects of their lives. The benefits learned from this study could help improve the overall quality of life for individuals 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.]