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ADHD disorder is a developmental disorder with symptoms of carelessness, hyperactivity and impulsivity. Compared to their other peers, children with ADHD often experience deficient behavior, thus failing to fully meet the requirements of the educational process, although they may have normal intelligence. It has been reported that more than 50% of children with ADHD have more problems in their peer relationships. The presence of ADHD is the main reason for referring to mental health services for school-aged children. The first symptoms, however, start from the pre-school period. Children of infancy? with symptoms of hyperactivity and impulsivity cause concern and lead the educational community to many problems in their education process. Effective treatments for ADHD are in some cases drugs and behavioral modification. Teachers, who have special training and knowledge, for children with ADHD, integrate them in the class without disturbing the proper functioning of the course and the discipline of all class students. The scope of this thesis is to investigate and record behavior and experiences of kindergarten teachers working in pre-school education, relative to difficulties observed to children with ADHD during their study at kindergarten and problems that possibly evolve. Thus, the work consists of five chapters. The first chapter refers to the attention deficit disorder, through the formulation of its definition, the presentation of epidemiology, its clinical picture, its forms and its consistency. The second chapter of the paper refers to the existing bibliography and research tools, while the third chapter then refers to the practical part of the thesis, by presenting the methodology followed and the results that were exported.