As the college student population continues to grow, students are bringing various backgrounds to the higher education classroom. Students with learning disabilities are increasing in rapid numbers. In 2008, the U.S. House Committee on Education and Labor approved, by a vote of 43 to 1, a bill that would update the Americans with Disabilities Act to include a stricter definition of a person with physical or mental impairments (Lipka, 2008). The stricter definition specifies a list of major life activities that a disability must limit, adding for the first time, concentrating and thinking. One rapidly growing subpopulation continuing to affect the higher education classroom consists of students with attention deficit hyperactivity disorder (ADHD). The purpose of this study was to identify the major factors for the design and implementation of types of resources for students with ADHD at institutions of higher education. The researcher utilized a program theory conceptual framework (Chen, 2005) with components of the change model to conduct a detailed qualitative program evaluation. The components of the change model in evaluating a program are its goals and outcomes, determinants, and the intervention or treatment implemented. Since the number of centers designed specifically for ADHD is limited, the examination and comparison between a 4-year public institution with a specialized center for academic support for students with ADHD and a 4-year private institution with a campus Disabilities Office, both in Texas, were used to look at the differences in services provided. Data were collected utilizing document analysis and open-ended interviews with staff employed in the respective offices. Flexibility allowed the researcher to follow themes that emerged and adjust to changing conditions. The researcher found the benefits of a specialized center are no greater than those of a disability services office at a public or a private institution depending on the structure and resources as well as how the services are provided to students at the respective institutions. The staff at both institutions agreed that awareness was critical for both faculty and staff to understand how to accommodate students with ADHD. The staff at both institutions have seen misconceptions at times and stressed the importance of a strong support system for the students to be academically successful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]