The purpose of this work is to outline the role of preschool teacher in working with children with activity and attention disorder. The primary role of preschool teacher in identifying a child with this disorder is to have a good knowledge of the characteristics of children with ADHD. Furthermore, preschool teacher approach such a child with their professionalism and competences and use special methods and activities in work, with the aim of improving the attention, behavior of the child and the best possible integration into society. The aim of this study was to determine the competencies of preschool teachers in working with children with ADHD and whether they encountered any such behavior disorders at all. The research further shows the extent to which preschool teachers are willing to raise such a child and educate themselves about the disorder. This work begins with an introduction and theoretical considerations of the activity and attention disorders in which ADHD is defined. The symptoms and frequency of this behavioral disorder in preschool children are presented, and how the preschool teachers monitors the behaviors of these children in the institution. The role of the preschool teacher in the work through his or her professional competences, through activities for children that help them to keep their attention and meet the needs for movement, and the role in cooperation with parents and professional associates are outlined. At the end of the work are the results of the research, conclusion, literature and statement of self-drafting work. The results of the online survey show that, according to the answers, preschool teachers sometimes encounter children with ADHD in their work. Preschool teachers indicated that they were competent to spot and identify a child with activity and attention disorders. Preschool teachers are considered to be somewhat less able to work with children with ADHD because research has shown that additional education is required in working with such children.