The present study aimed to investigate teachers’ beliefs about the nature and causes of ADHD as well as their feelings of self-efficacy in coping with the problem. Participants were 193 teachers, 55 (29%) male and 138 (71%) female (mean age: 35.5 years, mean teaching experience: 10.1 years). None of the teachers had any training or experience on special education. Teachers were asked to complete an inventory regarding their beliefs about ADHD, which presented a vignette i.e. a short description of typical ADHD behaviors. According our results, teachers attribute ADHD behaviors mainly to upbringing practices such as neglecting or spoiling the child (79.7% and 73.2% respectively). On the other hand, relatively few teachers (30.1%) consider neurobiologcial abnormalities as causal factors. Moreover, teachers perceived themselves as more competent to deal with the problem compared to child psychologists or pediatricians. In addition, teachers’ feelings of self-efficacy were negatively correlated with their perceptions regarding the severity and cause of the problem or its effects on the child’s life, and positively correlated with their perceptions about its prevalence. These results suggests that in-service teacher training should focus on informing teachers about ADHD and clarify their role in the diagnosis and treatment of the disorder.