Research speculates that high-achieving college students with attention deficit/hyperactivity disorder (ADHD) may demonstrate a set of compensatory strategies and experience areas of difficulty and motivational factors that differ from the general ADHD populace. This Practice Brief used informal surveys with seven undergraduates with ADHD who had achieved a cumulative GPA of 3.0 or higher. Their feedback provides insight into factors related to their challenges and successes. This article creates opportunities for more formal investigations of these factors in follow-up studies and informs suggestions for professional practice.