ADHD is a developmental disability that affects 3-5% of children, which suggests that every class has at least one child with this disorder. The data suggests that every teacher will encounter children with ADHD in their work. For the teachers, dealing with ADHD requires education and adaptability in their teaching procedures. Education includes knowledge about the symptomatology, etiology and therapy of ADHD, and it may help the teachers achieve a fuller understanding of the disorder and align their expectations with the child's capabilities. Furthermore, teachers need knowledge about teaching methods that help the child overcome the difficulties caused by the disorder and achieve their educational potential. The aim of this paper is to investigate how teachers deal with children with ADHD in the context of the classroom, as well as to examine what are the difficulties these children encounter throughout their education. The research used the method of a semi-structured interview with a fifteen-year-old boy who recalled his own experiences, as well as the methods employed by his teachers in the context of classroom, from the first to the fourth grade of elementary school. The results of the research shows that compared to his peers a child with ADHD functions less well in a class context. This refers to difficulties in following lessons, caused by the disruptive effects of symptoms of inattention. These symptoms include inabilities to concentrate, to understand tasks and being lost in his own thoughts during the lessons. Furthermore, the child’s attention is disrupted by symptoms of hyperactivity which manifest as feelings of physical restlessness that overwhelm the child and prevent him from doing anything other than working to quiet that restlessness. The child’s relationship with his peers is scarce – limited to one or two friends from his class. Even when the social interactions are present, they last only while classes are in progress and do not continue outside of school. Due to a combination of circumstances, the child had three different female teachers during his time in elementary school. This means that observations can be made about the different procedures of teaching and interacting with the child. The teacher's actions have a significant impact on the child's feeling of acceptance and his motivation to attend classes. The conclusion that emerges from this research is that the teacher's actions in class affect both the child's monitoring of lessons and his work. The absence of effective procedures of individualized teaching leads to feelings of failure as well as a low level of self-confidence.