The main objective of this paper is to determine the differences of methodological procedures, which are applied by primary school teachers concerning their work with students having attention deficit disorder, and to assess their self-evaluated efficiency in conducting practical tuitions, class activities and the inclusion of the students with this particular disorder in educational process. We have examined the differences of methodological procedures and teaching efficiency according to their teaching positions (either teaching from 1 st to 4 th class or from 5 th to 8 th class pupils), the length of teaching experience and the gender of the participants. The research covered 31 primary schools from 3 counties of the Republic of Croatia; Osječko-Baranjska, Vukovarsko-Srijemska and Brodsko-Posavska counties. Participants were teachers teaching in classes from 1 st to 4 th (51%), and teachers teaching in classes from 5 th to 8 th (49%). 12.8% of them were male teachers and 87.2% of female teachers. Out of the total number of estimated students (N = 305), 85.6% (N=261) were male and 14.4% (N=44) were female. The age range of estimated students was 7 to 15 years, and the average age was 10.69 years (sd=2.26). The results of the research has shown that teachers working with children having attention deficit disorder, more often use methodological procedures of upbringing than teaching methodological procedures. There were also statistically significant differences in teachers’ self-evaluation of efficiency in conducting practical tuitions, class activities and the inclusion of the students. Teachers have self-evaluated themselves equally well in efficiency in conducting practical tuitions and class activities, and less efficient in including students in educational process. Teachers form 1 st to 4 th class more often use methodological procedures of upbringing and they perceive themselves more efficient in teaching students with attention deficit disorder than the teachers teaching in from 5 th to 8 th classes. Also, female teachers perceive themselves more competent in all segments of their work with these children, and they more often apply methodological procedures of upbringing than male teachers.