Attention Deficit/Hyperactivity Disorder (ADHD) is a physiological condition. Both those who live with this diagnosis and their family members face serious and long-term consequences. Of importance to this study is the fact that ADHD often results in underachievement academically and occupationally. In addition to this, many other difficulties threaten the well-being of the individual diagnosed with ADHD. While there has been significant research into this disorder, there is still more clarity needed in order to learn how to work best with all ages of students diagnosed with ADHD. This generic qualitative inquiry sought to investigate the experiences that enhance and inhibit learning for nine post-secondary student diagnosed with ADHD. The primary data collection method was interviews, with the researcher staying open to any emerging data sources that arose. This study is set within a theoretical framework that includes Bandura's (1986) social cognitive theory, Barkley's (1997) theory of executive (self-regulatory) function in ADHD, and Gagne's (1985) conditions of learning. This inquiry investigated the experiences that enhanced and inhibited learning for post-secondary students diagnosed with ADHD and compared that to Brice's findings as he explored the conditions that supported and hindered learning for adolescents diagnosed with ADHD. Data analysis followed a systematic plan for theoretical analysis. The report of findings reflects the multidirectional interactions between the student's internal environment and responses and the external environment and responses.