This study aims to investigate teacher knowledge of ADHD and how it interacts with classroom management. While there is limited research on teacher knowledge of ADHD and classroom management, there is research that suggests that teacher knowledge of ADHD influences teacher's behaviors. In this study, teachers responded to surveys about knowledge of ADHD and classroom management. A total of 17 teachers from two elementary schools were surveyed. All the teachers were white females. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. Knowledge of ADHD and classroom management may have a different relationship than previously thought.