Attention deficit/hyperactivity disorder (ADHD), a chronic neurological disorder, is not formally recognized in the educational systems across Canada. As a result, there is little opportunity for collaboration or sharing of information between the medical/research community and the educational system. Because ADHD is not formally identified, little is taught about it to new teachers at faculties of education, and the information acquired by experienced teachers is often dated and of no practical use. Yet, research has shown that providing teachers with comprehensive, evidence-based training around ADHD increases both their confidence and their use of effective approaches. One example of such a training intervention is TeachADHD. The goal of this project was to bridge new research about ADHD in the field of neurosciences with classroom practice in the hopes of increasing the confidence of teachers and improving the learning outcomes for students with ADHD. As part of an overall evaluation for TeachADHD, a controlled and randomized implementation study was conducted using eight schools from a rural Ontario school board. Each of the eight schools was asked to invite teachers of Grades 1 through 4 to participate in the study. The intervention strategy was designed according to the following training stages: (1) presenting information; (2) describing skills; (3) modelling skills; (4) practicing and feedback; and (5) coaching. Results showed some strikingly positive changes in the classrooms where teachers had been trained about ADHD. These classes were described as well managed, lessons were well organized, and teacher instructional practices appeared clear and coherent. Measures for student behaviour and learning showed more engagement in learning, including for those students who had been identified by teachers as at-risk. Finally, teachers expressed more confidence in their instructional decisions and perceived student performance for their most inattentive students to have improved. (Contains 12 notes.)