Based on the reliable findings that children with attention deficit hyperactivity disorder (ADHD) have both attentional and academic difficulties, it is assumed that the attentional deficit contributes to the academic problems. In this article, existing support for a link between the attentional and academic difficulties experienced by children with ADHD is reviewed, and questions for future research are identified. This article goes beyond a discussion of visual attention problems to an investigation of the more complex processing deficits that may contribute to academic difficulties. It is suggested that current interventions for children with ADHD that focus on decreasing disruptive behavior and increasing simple attention to tasks may not address deficits in story comprehension skills such as those required for many school tasks. This article draws from the educational literature to explore possibilities for creating academic interventions that are more effective at remedying the story comprehension deficits experienced by children with ADHD. (Contains 2 tables.)