The purpose of this qualitative descriptive study was to explore how first-grade public- school teachers described their experiences using professional learning communities (PLCs) for establishing best practices for students with attention deficit hyperactivity disorder (ADHD). This study was based on the professional development phenomenon, the PLC concept, and Maslow's hierarchy of needs. This study was guided by the following questions: How did first-grade teachers in southeastern Wyoming describe their experiences with using PLCs to establish best practices in math and reading instruction for students with ADHD? How did first-grade teachers in southeastern Wyoming describe the benefits of using PLCs to establish best practices in math and reading instruction for students with ADHD, based on their experiences? What did first-grade teachers in southeastern Wyoming regard as critical aspects of PLC meetings that they believed contributed (or did not contribute) to the implementation of best practices in math and reading instruction in their classrooms as they worked with students with ADHD? The sample consisted of 12 first-grade teachers from a single public school district in southeastern Wyoming. Results indicated that participants noted an inconsistency in training and a lack of focus specifically on students with ADHD during PLC meetings. Teachers participating in this study expressed a desire to provide best practices for students with ADHD and use their PLC meetings to guide them in this endeavor. [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.]