The prevalence of ADHD on college campuses has increased dramatically. From 2000 to 2008, the number of postsecondary students claiming ADHD as a disability nearly tripled, making it the fastest growing disability category on college campuses (United States Government Accountability Office [US GAO], 2009). Students with ADHD are now the second largest group of individuals with postsecondary disabilities requesting academic accommodations, representing over a quarter of this population (US GAO, 2011). There is strong reason to believe that the number of college students claiming ADHD as a disability will continue to grow, perhaps at an even quicker rate than it has over the past decade. The rate of high school students diagnosed with ADHD has also increased dramatically, particularly among adolescent boys, with nearly 1 in 5 diagnosed with ADHD (Visser et al., 2014). Further, the criteria for diagnosing ADHD in the recently released Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM5) have been loosened, likely increasing the probability that even more college students will seek disability services under the category of ADHD. In some ways, the dramatic increase in college students with ADHD may be perceived as encouraging, as postsecondary students with disabilities have historically been hesitant to selfidentify their disabilities and to seek accommodations (Newman et al., 2011). On the other hand, the sheer magnitude and pace of the increase in ADHD in college, along with troubling findings such as academic accommodations being disproportionately granted to those who are white, from upper class socioeconomic backgrounds, and from private schools (see Alfano & Boone, 2007, for a discussion of this issue), have led some to be skeptical of the complete legitimacy of the increased prevalence of ADHD among college students. The main way in which postsecondary institutions seek to legitimize disability claims for ADHD is to require students to submit documentation from a qualified professional substantiating such claims. Although ADHD documentation has been anecdotally reported to often be questionable and inadequate (e.g., Murphy, 2012), empirical investigation of ADHD documentation has been minimal. Recently, however, Nelson, Whipple, Lindstrom, and Foels (2014) empirically investigated reports by 100 psychologists that were submitted to document disability claims by college students who had been diagnosed with ADHD. The reports were coded to determine the assessment methods that were used, documentation practices that were included, and academic accommodations that were recommended. In the remainder of the current article, we highlight the promising and concerning findings from that study, and further discuss potential reasons for inadequate assessment and documentation practices, the importance of requiring reasonable documentation, and recommendations for improving the assessment and documentation of ADHD for postsecondary disability claims.