Very few studies have been published to date identifying factors that contribute to the academic success of college students with ADHD. Most of the current research emphasizes factors inherent to the student, but little is known about institutional factors that also contribute to their success. The current exploratory study was conducted to address the gap in the literature regarding factors within the academic environment that positively influence the academic success of college students with ADHD. Nine current successful college students with ADHD were interviewed and the data was analyzed using narrative analysis. The results revealed two main themes: (1) support within the academic environment and (2) effective teaching methods for students who learn differently. Although unrelated to the academic environment, a third theme emerged, which involved the strong emphasis participants placed on factors inherent to themselves. Results suggest that the academic success of college students with ADHD is a collaborative effort between the individual and the institution. Suggestions for maximizing the role of the institution are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]