Attention-Deficit/Hyperactivity Disorder (ADHD) impacts approximately 5% of youth globally; however, there are several factors that may influence how ADHD is recognized and treated in diverse populations, such as Latinos in the United States, which contribute to unmet need. In response, the current study sought to explore emotional, social, and cultural experiences of Latino youth with ADHD symptoms and their families. Qualitative interviews were conducted with thirteen caretakers of children receiving a novel, school-based ADHD intervention: the Collaborative Life Skills (CLS) program. Three major themes emerged regarding acculturation, family dynamics, and language; two to three sub-themes regarding social conditions and ADHD help-seeking emerged from each major theme. Interpretation of results suggests that acculturation greatly influences the Latino family dynamic, especially when caregivers must adapt language, values, beliefs, and customs to effectively manage their child´s ADHD-related impairment. Difficult social-emotional experiences also appear related to working conditions, stigma, and racism. Limitations, future directions, and recommendations for working with Latino families of children with ADHD symptoms are discussed.