This study examined school-based mental health professionals' understanding of the mirroring of ADHD and trauma symptoms and how they apply that knowledge in their schools. Specifically, the level of knowledge that participants have about this mirroring of symptoms, how they utilized this knowledge in their schools, the degree they considered trauma when identifying ADHD, and their delivery of services were investigated. An electronic survey was sent to Colorado Society of School Psychologists members. It gathered demographic information, data on their level of awareness of the overlap of symptoms, the integration of trauma information into their schools, and if they considered trauma when identifying ADHD and delivering services. Fifty-three participants completed the survey. Findings indicated that most participants had difficulty identifying specific symptoms, although they were aware of the overlap. Less than half of the participants considered a student's trauma history when consulting with teachers. Implications for practice and future directions are discussed. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]