Many studies have been conducted concerning the behavior of children with hyperactivity andrnthe problems they face both within educational settings and social life. Unless these children arernprovided with appropriate behavioral, academic and social interventions as early as possible,rnthey are at risk not only to develop academic underachievement and impaired social interactions,rnbut also their overall development will be deteriorated. However, due to lack of adequate studies,rnit is difficult to pinpoint the existing problems, research gaps, identification practices and trendsrnof educational provisions and supports for children with the disorder in the Ethiopian context.rnTherefore, the main purpose of this study was to investigate the behavioral, social and academicrncharacteristics of children with hyperactivity in the regular classroom and teachers' response tornmeet their educational needs. To achieve this objective, qualitative case study design wasrnemployed. Direct systematic observations, in-depth one-on-one interviews and documentrnreviews were the instruments used to collect data. Four children with hyperactive behavior, theirrnclassroom teachers, parents and peers who were selected purposefully participated in the study.rnThe collected data were analyzed qualitatively by using case by case and cross case analysis. Thernfindings of the study have revealed that the four children display hyperactive behavior and theirrnhyperactive behavior is severe enough in disturbing the class. Moreover, the hyperactivernbehavior negatively affects not only the children's academic performance and social interactionsrnbut also it presents great challenges to teachers, parents and peers. Due to lack of adequaternknowledge and training among teachers, unavailability of facilities and materials and parents'rnunwillingness to work collaboratively with teachers concerning their children's behaviorrnproblems, the children are not provided with sufficient and appropriate educational and socialrnsupports by their classroom teachers and parents. Finally, based on the findings of the study,rnsome valuable measures were recommended which enable teachers and parents to help childrenrnwith the disorder get the best socially and academically