Objective: Executive functioning is impaired in children with ADHD and putatively related to the pathogenesis of ADHD. The authors developed an innovative treatment teaching parents to administer a metacognitive executive function training intervention with children, promoting positive interactions during activities designed to improve attention and self-regulation. Method: A total of 24 young children with ADHD and their parents participated in an 8-week open trial of the intervention designed to assess feasibility and initial efficacy. Results: The intervention is feasible and accepted by parents as shown by high attendance/adherence, low attrition, and satisfaction ratings. Improvements in executive functions (visual/auditory attention, working memory, and cognitive flexibility) with corresponding improvements in parent ratings of executive functioning were observed. Reduced inattention symptoms were reported. Conclusion: Executive functioning training is a promising approach to treating young children with ADHD and holds promise for generalizability because parents are trained to be interventionists and coached to apply the strategies to alternative domains. (J. of Att. Dis. 2012; XX(X) 1-XX)