Background: Attention Deficit Hyperactivity disorder (ADHD) is one of the most common neuropsychiatric childhood behavioral disorders, affecting children. Teachers are often the first persons responsible for identifying children with attention deficit hyperactivity disorder (ADHD) and are increasingly being called on to help manage such children. International studies have revealed variable levels of knowledge and attitude among teachers regarding attention-deficit hyperactivity disorder (ADHD). We sought to assess teachers' knowledge of and attitudes toward ADHD in Menya El-Qamh city, Sharkia governorate, Egypt. This study investigated Egyptian primary school teachers' ADHD knowledge and their attitudes towards children with this condition. A standardized self-report questionnaire was completed by a convenience sample of 253 teachers recruited from 6 primary schools in Menya El-Qamh city, Sharkia governorate, Egypt. Aim of the study: Determine knowledge and attitude of primary school teachers regarding attention deficit hyper activity disorder (ADHD) and casting light on the correlation between demographic data of primary school teachers and their knowledge and attitude towards ADHD.Methods and Results: A standardized self-report questionnaire was completed by a convenience sample of 253 teachers recruited from 6 primary schools in Menya El-Qamh city, Egypt. Findings revealed a gap in teachers' knowledge that extended across all aspects of ADHD causes, symptoms and different aspects of management. Teachers' attitude towards children with ADHD was also lower than expected, where many misconceptions about the causes and management of ADHD have emerged. The almost absent formal and informal support of children with ADHD have contributed to these results. The findings stress the need for implementing special programs targeting school teachers and reforming pre-service teachers' lecture to meet the needs of children with ADHD.