Students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) are impacted by ADHD in their academic pursuits in higher education. This study aimed to investigate, explore, understand, and offer a voice to the students directly affected by ADHD. The framework for the research was based on Ryan and Deci's (2000) Theory of Self-determination. Semi-structured interviews were conducted with eight students currently enrolled at Northeastern University pursuing an undergraduate degree who disclosed to the Disabilities Resource Center that they had been diagnosed with ADHD. The data were analyzed using Interpretative Phenomenological Analysis. Findings include early diagnosis and identification as an essential factor in an individual's growth and academic success and the influence of their support systems on their self-awareness and self-confidence. Also, balancing both internal and external motivation for college students with ADHD was essential to their well-being and effectiveness in a college setting. With little research conducted on college students with ADHD, this research provides the potential for further research to enhance faculty preparation and address conditions or disorders. [For the full proceedings, see ED626668.]