Students with Attention Deficit Hyperactivity Disorder (ADHD) are at greater risk for failing to complete their postsecondary educational degrees than their typical peers. The present qualitative sought to identify factors influencing the academic persistence of students with ADHD in postsecondary settings. Utilizing direct interviews with postsecondary students at two four-year universities, the present study found that family and peer support, medication, counseling, a sense of connection with faculty/staff, university-based resources, and overall satisfaction with academic and social experiences are contributing factors to the academic persistence of college students with ADHD. These findings can be used to guide postsecondary institutions in supporting students with ADHD. Furthermore, the information gained from this study can be used to assist students with ADHD in identifying and developing beneficial supports that will contribute to their success in the postsecondary education setting. [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.]