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The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and interventions included, and there is a dearth of research examining the alignment of these programs with the student's specific areas of functional deficit. This current mixed-method study analyzes IEPs of 209 students with ADHD in kindergarten through seventh grade, revealing strong alignment in goals and support for academic areas. However, significant gaps existed in addressing social, emotional, and behavioral difficulties, with fewer than half of the students having measurable goals for these areas. Regional and grade level differences in IEP content underscore the need for standardized approaches. [This is the online version of an article published in "School Psychology Review."]