The acceptability of six treatments for children with Attention Deficit/ Hyperactivity Disorder (ADHD) among elementary school teachers was examined. Teachers (N= 79) from elementary schools (Pre-K – 6) in Southeastern Ohio read a vignette describing a boy with symptoms typical of a child with combined type ADHD. Using the Intervention Rating Profile-10 (IRP-10) (Power, Hess, & Bennett, 1995), teachers rated the acceptability of three “promising” treatments for children with ADHD (peer tutoring, self-reinforcement, and social skills) as well as three evidence-based treatments, both psychosocial (daily report card and time-out), and pharmacological (stimulant medication). In addition, this study assessed the relation between teacher perceived efficacy for classroom management and treatment acceptability for each of the individual treatments. Results of a one-way repeated measures analysis of variance (ANOVA) demonstrated that the daily report card received the highest mean ratings and was rated significantly more acceptable than all other treatments except self-reinforcement strategy. Also, results showed that stimulant medication was rated significantly higher than time-out. Pearson’s correlations revealed teacher perceived efficacy was unrelated to ratings of acceptability for each of the six treatments.