Introduction: This study examines university students' self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration. Method: Inattention, hyperactivity and impulsivity attributes were assessed using the Adult Attention Deficit/Hyperactivity Disorder (ADHD) Self-Reported Scale (ASRS) questionnaire. A total of 229 college students enrolled in sophomore EFL courses completed the Chinese version of the ASRS. A high-stakes English proficiency test required as a graduation prerequisite was used to measure their proficiency in English listening and reading performance. Results: Analysis of variance (ANOVA) results revealed no differences between high and low attention deficit, hyperactivity and impulsivity groups with regard to listening, reading and total scores of the English proficiency test. However, after separating the total sample into high and low attention deficit, hyperactivity and impulsivity groups multiple group comparisons demonstrated significant differences according to gender. High attention deficit, hyperactivity and impulsivity scores were associated with lower listening, reading and total scores for male students. Discussion and Conclusion: The findings are discussed in relation to relevant research in the field and pedagogical implications are considered.