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Students with attention deficit hyperactivity disorder (ADHD) represent a growing fraction of the college population. We plan to study the experiences of college students with ADHD majoring in science, engineering, and mathematics (SEM) and explore how those experiences relate to academic success (i.e., academic achievement, persistence, and creativity). For this work-in-progress paper, we present our project’s conceptual framework and share how specific aspects of it may relate to the academic success of students with ADHD. Our framework is based on Terenzini and Reason’s college impact model, which includes precollege characteristics and experiences, the organizational context, the college experience, and students’ educational outcomes (i.e., academic success). We also describe the quantitative portion of our two-part research study that will analyze longitudinal data from three nationally-administered, multi-institutional surveys. That analysis will guide further qualitative research focused on the college experience and academic success of college students with ADHD.