The purpose of this qualitative descriptive study was to explore how elementary school teachers describe their experiences from the professional development training that provide professional development trainings related to ADHD students and how they implement what they have learned in their classrooms in the United States. The theoretical framework for this study is social learning theory (SLT). SLT is also known as social cognitive learning theory (SCLT) and social cognitive theory (SCT). SLT is the theoretical foundation for the technique of behavior modeling, which is widely used in training programs. The research questions that guided the study were: How do elementary school teachers describe their experiences with professional development trainings related to ADHD students? How do elementary school teachers describe their experience of implementing the information obtained during professional development addressing ADHD students in their classroom? There were two major identified themes that emerged from the research that was conducted. The two themes included skills provided and implementation of training in the classroom. The sample for this study was elementary school teachers that have been exposed to ADHD professional development. This study used a qualitative methodology descriptive design. Data collection methods comprised semi-structured questions in the individual interviews and focus groups. Data analysis included thematic analysis with the use of codes based on the theoretical 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.]