Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This model of service delivery is collaborative, individually tailored, and responsive to the culture and context of the student. Conjoint behavioral consultation (CBC) is a family-school partnership intervention that is consistent with a life-course model and has demonstrated efficacy in the short- and long-term reductions of problem behaviors; however, little is known about the efficacy of CBC for students with ADHD specifically. The present study sought to evaluate the efficacy of CBC for students exhibiting symptoms of ADHD immediately following treatment and 12 month later using data from a larger randomized controlled trial. Results indicated that students in the CBC condition (n = 29) had significantly lower parent ratings of hyperactivity and behavioral symptoms at post-treatment relative to students in the "business as usual" control condition (n = 16). However, at follow-up, differences were no longer statistically significant. Additionally, although both groups demonstrated significant improvements in teacher-reported attention problems at post-treatment, students in the control group had significantly lower scores at follow-up. Implications for the use of CBC for students with ADHD symptomology and future research directions are discussed.