This paper provides an example of how elementary school curriculum leaders can be mindful of student intelligences and can utilize the strengths of their student populations. It presents the findings from a national study that examined how 17 schools using a curriculum based on Multiple Intelligences Theory improved the self-concept and positive learning outcomes of students with attention deficit hyperactivity disorder (ADHD). The research examined the predominant intelligences, self-concept, and achievement levels of 87 elementary students with ADHD and sought to determine their levels of success in School Using Multiple Intelligences Theory (SUMIT). The study found that the intelligences of students with ADHD in SUMIT sites were not intelligences that are emphasized in the traditional school setting. Elementary students with ADHD who attended SUMIT sites reported an average self-concept, contraindicating the widely held belief that low self-concept can be noted among students with ADHD. Teachers reported average achievement levels for students with ADHD, which indicated that students with ADHD in SUMIT sites fare better than students in traditional elementary schools. The study also found that students with ADHD in SUMIT sites felt positive with regard to academic tasks. A case study of one SUMIT site is presented. (Contains 13 references.) (CR)