Special Education was identified as a critical need area by former Commissioner Nelson of the Texas Education Agency in late 90’s. As such, it has attained priority status for recruitment, training, and retention in the State of Texas. Research on effective teaching has demonstrated that effective teachers are not only knowledgeable about content, but also have skills in communication, and possess interpersonal qualities, including patience, understanding, empathy, and warmth. The purpose of the study was to determine the attitudes of inservice physical educators with regards to teaching children with Attention Deficient Hyperactivity Disorder (ADHD). Five hundred participants were randomly selected from the Texas Association of Health, Physical Education, Recreation and Dance (TAHPERD) membership list to receive a survey. The instrument utilized was a modified version of the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATTIWD-III) developed by Rizzo (1993). Two hundred-nine surveys were returned (41% return rate). The targeted participants did not have training in adapted physical education or special education. Results of the study indicated that: (1) Physical education teachers are very satisfied with the quality of their teaching experiences with children with ADHD; (2) Physical education teachers feel that they are competent teaching students with ADHD; (3) Physical educators are mature in age (x=43.3) and teaching experience (x=16.6), as such they display confidence in their abilities to make a positive impact on children with ADHD; (4) Physical educators do not differ in their perceived competence in teaching children with ADHD despite their lack of formal training in special education/adapted coursework. Recommendations for teaching strategies include: (1) Any class rules should be short, to the point, and easily understood; (2) Structure your teaching style for consistency that the student identifies as safety in his/her routine); (3) The learning environment should be set to lessen extraneous stimuli; (4) Begin and end class in a similar manner; (5) Emphasize completing tasks; (6) Give instruction using alternative sensory modes (i.e. Visual, tactile, audio, or kinesthetic); (7) Lessen or eliminate competition, while highlighting the joy of performance.Keyword(s): adapted physical activity, student issues, technique