Social work professionals must demonstrate mental health literacy in order to understand the needs of clients with neurodevelopmental disorders such as ADHD. Social work programs play a significant role in preparing the future of the profession and must consider infusing content into the curriculum to enhance students' knowledge and skills. Using a mixed methods design, this study utilized three separate strands of data to understand how social work program curriculum is designed to support students in acquiring the knowledge and skills to work with the ADHD population. The Knowledge of Attention Deficit Disorders Scale (KADDS) and Community Attitudes Towards Mental Illness Scale (CAMI) were utilized to explore the knowledge and attitudes of social work students regarding ADHD. Qualitative interviews were conducted to understand the perceptions of social work program directors, and content analysis of course syllabi of social work programs were examined to illustrate how social work programs infuse mental health and ADHD-specific content into the curriculum. Several themes emerged from the data that were synonymous with the integrating features of the Signature Pedagogy Framework including thinking and performing like a social worker, development of the professional self, and signature characteristics of teaching and learning. By incorporating a multidimensional approach in understanding the integrative structures that inform social work education and practice, this research validated the strengths and limitations of the existing pedagogical framework. [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.]