The purposes of this study are (a) to identify coping resources that differentiate academically high-achieving college students with attention deficit hyperactivity disorder (ADHD) from their less academically successful ADHD peers, and (b) to use qualitative methods to initiate an investigation of other possible predictors of academic success among college students with ADHD. Participants in this study consist of 68 college students, with ages ranged from 18 - 23 years, at a selective liberal arts college in the eastern United States who had been diagnosed with ADHD. Among 68 students with attention deficit hyperactivity disorder, academic success was positively correlated with time management skills and freedom from financial stress. As a group, students with higher grade point averages reported fewer coping resources than did academically lower achieving students. Less academically successful students likely spend more time using coping mechanisms and therefore may have less time to study. Implications for professional practice and suggestions for future research are discussed. (Contains 1 table.)