ADHD is a neurocognitive disorder that affects a large portion of the population, with wide ranged manifestations in several life domains, influencing academic performance, job maintenance, and family and personal life. The understanding of its underlying causes and behavioral correlates, as well as developing tools and strategies to compensate for its effects are thus extremely important. Characterizing learning profiles and developing new training protocols to improve learning in individuals with ADHD is highly important for its remediation. As our preliminary results demonstrate, procedural learning in ADHD individuals can benefit from a simple manipulation of the experimental conditions. Providing a comprehensive account of the underlying neural mechanisms that support this finding at different stages of learning will hopefully pave the way to a broader comprehension of learning deficits in ADHD, and methods for their remediation.