This study examined in depth a group of adolescents (n = 12) who were identified as having attention deficit hyperactivity disorder (ADHD). The group was identified as part of a longitudinal study of students who were screened in primary school as at risk for developing emotional and behavioral disorders (EBD) and peers who were identified as not at risk in secondary school (N = 165). The prevalence of ADHD comorbid with EBD and learning disabilities (LD) was investigated. Teacher ratings of behavior on the Behavior Assessment System for Children (Reynolds & Kamphaus, 1992) were used to identify students with ADHD and/or EBD. For LD identification, students met criteria on at least 1 of 5 models for identifying LD. The study also investigated gender differences as well as differences between students with and without ADHD on several school variables (e.g., achievement, ability). Results indicated that 12 students (7.3%) of the sample met the criteria for ADHD identification. More girls than boys with ADHD were identified (a ratio of 3:1). Within the ADHD group, 7 students met criteria for comorbid ADHD/EBD, and a range of 1 to 6 students met criteria for comorbid ADHD/EBD/LD, depending on the model used to identify LD. Students with ADHD scored more poorly than students without ADHD across all school variables. Implications for early and appropriate identification and intervention for students with ADHD are discussed, particularly for girls with ADHD who may be underidentified.