The study examined the perspectives of secondary school counselors and teachers on the effectiveness of psychological interventions for students with ADHD during career transitioning. The research employed a quantitative research approach. The sample included 18 counselors and 38 teachers. Findings show that both counselors and teachers generally view these interventions positively, but experienced professionals rate them more favorably than their less experienced counterparts. No significant differences were found based on professional orientation or school location, indicating a broad consensus on the value of these interventions across different contexts. Therefore, this study highlights the importance of experience in shaping perspectives towards psychological interventions for students with ADHD during career transitioning, suggesting that enhancing professional development could improve perceptions of the early career professionals working with these students.