The social problem-solving capacities of students aged 9 to 12 years with Attention Deficit Hyperactivity Disorder (ADHD) (N = 30) were compared to their non-ADHD peers (N = 30) in hypothetical cooperative and problematic contexts. In the cooperative science task, the students with ADHD were more non-collaborative and less able to elaborate in response to their leader's proposal. The students with ADHD were more positive than their ambivalent non-ADHD peers at the prospect of cooperative group participation. When the problematic situation was presented, students were equally aggressive in response, the students with ADHD proposed more positive outcomes for perpetrator of the problem. Such studies of the more complex social and cognitive outcomes of ADHD are essential to progress their educational management beyond the current behavioral focus. (Contains 2 tables.)