<p>Many adolescent attention deficit hyperactivity disorder (ADHD) boys find schooling unenjoyable and challenging. This small-scale, qualitative Australian study using individual semi-structured interviews reports on how teachers and school leaders in one alternative secondary school academically support the learning for adolescent ADHD boys in their classrooms. The analysis of data revealed one major theme of teaching and teacher strategies for optimum learning, along with four minor themes related to adjustments, technologies, ways to reduce distractions, and the optimum classroom environment. Findings showed that teachers and school leaders used a variety of innovative teaching practices and strategies to support the learning and academic needs of adolescent ADHD boys. The results provide starting points for more in-depth investigations into the kinds of alternative secondary schools that are a good fit for adolescent ADHD boys. The study also highlights the importance of developing policies and practice approaches for alternative schooling to ensure that ADHD young people remain engaged in education so they too can thrive in a schooling environment that is best suited to their individual needs.</p>