Students with Attention-deficit/hyperactivity disorder (ADHD) are typically found to be at risk for increased underachievement, grade retention, and school dropout. Given the poor outcomes often associated with both low achievement and ADHD, it is important to examine the impact of treatment on the relationships between ADHD and achievement. Although previous research has identified some of the potential predictors of poor achievement in students with ADHD, no direct examination of the relationship between ADHD and achievement following interventions targeted to remediate specific academic difficulties has been completed. The purpose of this presentation is to report the results of a study designed to address these limitations in the literature. (PsycEXTRA Database Record (c) 2013 APA, all rights reserved)