ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators' perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.