High-school students were shown an educational video designed to dispel 12 common myths regarding Attention-Deficit/Hyperactivity Disorder (ADHD) by describing each myth and then presenting accurate information. The experimental group viewed a video that was supplemented by the speaker acknowledging that he had ADHD and providing descriptions of personal experiences (DPE) designed to highlight the injury caused by 6 of the 12 common myths. Findings suggest that including the DPE may have enhanced learning of the information that was highlighted by these descriptions, but interfered with learning the other six facts. Providing DPE did not alter behavioral intentions, and this analysis did not appear to be confounded by differential learning. Our discussion focuses on personalizing disability information, seductive details effects, and the role that correcting myths with accurate information may have on students with respect to their interactions with classmates with disabilities. (Contains 2 tables and 1 figure.)