Traditionally, ADHD was regarded as a childhood neurodevelopmental disorder which does not continue into adulthood. In recent decades, however, the scientific community has started to recognize its imapct on the well-being and daily functioning of adults diagnosed with the disorder. Therefore, the aim of this thesis is to gain insight into the perspectives and experiences of adults with ADHD regarding education, employment and work-place functioning. The study was conducted during a two-week period in June 2020. Eight adults diagnosed with ADHD by a professional took part in the research. Research was carried out using a semi-structured interview tool for the one-on-one interviews. Data were recorded, transcribed and subjected to qualitative data analysis. The findings indicate that individuals with ADHD may encounter many academic, social and work-place related difficulties. The startegies and support mechanisms individuals with ADHD may use to extenuate the impact of the disorder on their academic and work-place preformance are discussed within the paper. Special emphasis is put on the experience of transition periods, including transitions between different levels of education and the school-to-work transition. This paper also states the importance of the availability of systemic support programmes for adults diagnosed with ADHD.