Background/purpose: This research aims to examine the effect of a Cognitive-Behavioral Coaching (CBC) model on the academic performance of adolescents with attention deficit hyperactivity disorder (ADHD) and to analyze the relationship between academic performance, self-esteem, and relationship with parents. Materials/methods: The sample comprised 31 students enrolled in Yeshivot (Jewish religious high schools) in Israel. Qualitative multiple case study methodology was used to examine data collected before and after intervention based on the coaching CBC model. Data were collected from two sources: (a) client files that included complete documentation of all coaching sessions and (b) semi-structured in-depth interviews. The triangulated data coming from different sources and times were analyzed and discussed from a retrospective perspective. Results: The findings demonstrate an improvement in the academic functioning of adolescents with ADHD, particularly in the components "managing academic tasks" (73%) and "achievements" (76%). The CBC model was found to be effective in improving the academic performance of adolescents with ADHD. The relationship between academic improvement, increased self-esteem, and improvements in the relationship between adolescents and their parents is discussed. Conclusion: The findings contribute to establishing coaching as a potentially effective intervention to train executive functions, achieve academic goals, and strengthen self-esteem in adolescents with ADHD from a qualitative perspective. In addition, information about the intervention process is provided, which may help implement this type of intervention within or outside the school context. This study focuses on a specific population. Therefore, further research applying different methodologies is needed to examine the effect of the model in broader and more diverse populations.