There is a tendency for children who display unacceptable behaviour to be described as having Attention Deficit-Hyperactivity Disorder when the actual reason for the child’s diagnosis may simply be affective factors, another disorder or simply misbehaviour. ADHD is the most commonly diagnosed child disorder affecting 3-5% of all school age children. The aim was to investigate the prevalence of Attention Deficit-Hyperactivity Disorder in a sample of Foundation Phase children at an Inclusive ex Model C Preparatory School in the South Metro, Western Cape, by uncovering the criteria that are used by their teachers to suggest a possible Attention Deficit-Hyperactivity Disorder in a child for a referral to a parent, therapist or professional. This study used a phenomenology design making use of interpretations, meanings and an individual’s opinions regarding the teacher’s criteria, which relate to the diagnosis of ADHD. It required a qualitative analysis with the emphasis on observation, interviews and document analysis. A verbal Interview consisting of questions which were taped and transcribed, as well as an observation, and completion of a Connors Form of the selected children was completed by the teachers. Ten class teachers were interviewed and seven children from Grades one, two and three were observed. A model from Creswell was used, in order to identify the units of meaning relating to the prevalence of ADHD amongst learners in the South Metro District. The findings include lack of understanding of ADHD amongst teachers, subjectivity in the diagnosis of learners with ADHD, factors influencing the diagnosis of ADHD, criteria necessary to identify ADHD and stereotyping differences. / Inclusive Education / M. Ed. (Inclusive Education)