Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioural and academic difficulties. Several treatment options are available for children with ADHD, such as medication and behavioural therapy. Although researchers have examined the efficacy of these approaches, much less is understood about how teacher factors, including attitudes and beliefs about ADHD and treatment options, can influence students' behavioural and learning outcomes. Purpose: The goal of this review was to summarise the small set of relevant literature on the influence of teacher factors on academic and behavioural outcomes among children with ADHD, for the purpose of enhancing various outcomes for students with ADHD; to acknowledge the importance of teacher factors on student success; and to encourage additional research in this important domain. Design and methods: We searched for relevant research articles using medical (MEDLINE, 1966 to April 2008), educational (ERIC, 1966 to April 2008), and psychological (PsycInfo, 1985 to April 2008) databases. All English sources, including peer-reviewed articles, dissertation abstracts, review and opinion papers, and conference presentations or posters, were screened to determine whether they fit the predictor and dependent variables. Teacher factors were considered the predictor, or independent variables, and included search terms for factors such as attitudes, beliefs, tolerance and training. Student outcomes, including leadership, academic achievement, social skills and depression were considered the dependent variables. The population of interest was North American elementary school-aged children (grades 1 to 5-6 inclusive, with approximate ages of 5 to 12 years old) with ADHD (also searched as ADD, AD/HD, attention disorders, Attention-deficit Disorder, Attention-deficit/Hyperactivity Disorder and hyperkinetic disorders). Study design was not specified, and we accepted case studies, large-sample experimental studies and descriptive educational projects. Conclusions: Teacher factors can have profound impacts on various outcome measures. For instance, gesture use by teachers can influence performance on certain academic puzzles by students with ADHD, and teachers' opinions about specific treatment options can impact student behaviour and the types of interventions implemented in the classroom. Teachers who demonstrate patience, knowledge of intervention techniques, an ability to collaborate with an interdisciplinary team, and a positive attitude towards children with special needs can have a positive impact on student success. The ways in which these results relate to clinical practice, particularly considering the influential role of teachers in diagnosis and treatment efficacy, are discussed.