The purpose of the current research was to identify academic skill deficits of adolescents with ADHD. 391 secondary school students were asked to complete the Conners-Wells Adolescents Self-Report Scales (short form)(CASS(S)) and academic skill related inventory. Based on their CASS(S) scores, 37 students were classified as ADHD group and 38 students as the control group. Major differences between the two groups’ academic strategies are summarized as follows: (1) ADHD group showed noticeably more deficits on behavioral and self management strategies than the control group. (2) ADHD group demonstrated prominently low scores on cognitive strategies, self-efficacy, action control, time management, organization, and planning skills compared to the control group. (3) There was no significant difference between two group on meta-cognitive strategies, performance goal orientation, achievement value, help seeking behavior. (4) Cognitive feature(attention deficits) of ADHD was shown to be a significant predictor on deficits in academic skills. These findings show that focusing on behavioral and self management skills could be effective intervention starting points to develop strategy training for adolescents with ADHD.