One in every twelve pupils in the Swedish school system has the neuropsychiatric disorder known as Attention Deficit Hyperactivity Disorder, or ADHD for short. A disorder which effects the individual’s impulse control and ability to remain focus negatively. Therefore, it is important that the Swedish school system and those who work in it can accommodate the environments, materials and methods used to tend to these pupils’ special needs. The accommodation that is needed is also required by Swedish school law. The aim of this study is to provide more knowledge to the field of music pedagogy of how guitar teachers present their perceptions of the special needs of these pupils and what they do to accommodate them.In this study I have conducted interviews with two guitar teachers who work in Swedish upper secondary school regarding pupils they teach who has the diagnosis ADHD. The results of these interviews have been analyzed with thematic analysis through the lens of prominent 20^th and 21^st century psychology and pedagogy research findings in the field of ADHD in education. The findings of this analysis show that the guitar teachers expressed that pupilswith ADHD often showed symptoms and were accommodated congruent with the symptoms and accommodation strategies prominent in the above stated psychology and pedagogy research findings. The results of this study can be used to further inspire and investigate the landscape of pedagogy pertaining to guitar pupils with ADHD.