Attention-Deficit/Hyperactivity Disorder (ADHD) has been linked to disruptive behavior and disciplinary consequences; however, the variables involved in this process are largely unknown. The current study examined rule-breaking behavior as a mediator of the relation between ADHD symptoms and disciplinary actions 1 year later during after-school care at a community-based organization in a sample of 147 school-age children (M = 8.22 years; 54.4% male). Additionally, gender was examined as a moderator of these relations. Total ADHD symptoms positively predicted rule-breaking behavior at 1-year follow-up, which in turn was positively associated with disciplinary actions also at 1-year follow-up. Gender moderated these relations, such that the mediated effect of rule-breaking behavior on the association between total ADHD symptoms and disciplinary actions was significant for boys but not for girls. Further, when ADHD symptom dimensions were simultaneously included in the model, only hyperactive/impulsive symptoms were a positive predictor of rule-breaking behavior, and rule-breaking behavior mediated this link between hyperactive/impulsive symptoms and disciplinary actions. However, when examining ADHD symptom dimensions, no gender differences emerged. Implications for findings and future directions are discussed. (Contains 2 tables, 2 figures and 1 note.)