The present study investigates if there is a positive effect of the use of concept mapping software on students with Attention Deficit (AD) when learning descriptive writing in the secondary level of education. It also examines what kind of difficulties AD students may have come across during this learning procedure. Sample students were selected and assessed in their use of a combination of distinct educational tools, namely a questionnaire for teachers following the Greek Evaluation Scale (ADHD), the Stroop Test and the Trail Making Test. The students involved in this case study learned by implementing computer-based tools and then answered a number of questions regarding the perceived benefits of technology, accomplishing, in this way, the main purpose of this paper. Results arisen in this case study confirmed that the majority of the students believe they learn better when using computers and that particularly the concept mapping software presents the subject matter in an easier, more interesting and pleasant way, despite some difficulties throughout the learning procedure.