This predictive correlational survey investigated the perceived effectiveness of school support services for students with ADHD during career transition, focusing on the predictive influence of gender, school location, and grade level. The study participants were 62 students drawn purposively from junior and senior secondary grades. Data were collected using the School Support Services for Students with ADHD Questionnaire (SSSSAQ). The findings revealed a generally low perception of the effectiveness of school support services among students with ADHD during career transition, with an overall mean score of 2.25. The study concludes that gender, school location, and grade level do not significantly predict the perceived effectiveness of school support services among students with ADHD during career transition. The study elucidates the inadequacies in current support services for students with ADHD, highlighting the need for increased efforts towards providing effective school support services to foster career transition for these students.