Studying kindergarten teachers’ views and attitudes towards a pharmacological approach to treating the problem of attention deficit hyperactivity disorder is gaining importance due to the increasing tendency in many countries to treat ADHD symptoms in children with the use of medication, starting already from preschool age. In addition to attitudes, this paper also examines the body of knowledge on the biomedical model of ADHD and the knowledge and experience of teachers, as well as exploring whether this issue is related to level of knowledge, training and experienced. After this, the correlation between kindergarten teachers’ knowledge and their level of training and experience was also examined. The research involved 208 participants from 12 kindergartens. The average age of the participants was M= 43.22 (SD=11.54), and the average length of their service was M=18.07 (SD=12.58). The research results showed that the participants were undecided in relation to the application of a pharmacological approach to alleviate the problem of attention deficit hyperactivity disorder, as well as that they lacked knowledge on ADHD and its pharmacological treatment. The participants reported a lack of training about the disorder during their formal education, as well as scant experience in working with children with ADHD. Positive attitudes towards a pharmacological approach to alleviating ADHD symptoms were expressed by those participants that possessed greater knowledge of the disorder and pharmacotherapy. In regard of the connection between attitudes and level of knowledge and between attitudes and experience, no correlation was determined. Likewise, no correlation was found between level of knowledge and training and between knowledge and experience. These results point towards the importance of improving the education system and developing lifelong learning programmes on the topic of attention deficit hyperactivity disorder for the purpose of developing kindergarten teachers’ competencies within an inclusive educational process.