The purpose of the study was to examine the effectiveness of social skill program on improving sociality and self-concept of children with ADHD symptoms. 703 elementary students in B city were examined for selecting children with ADHD symptoms. For the study, the subjects included 33 elementary students who showed the symptoms of ADHD, and received 8 weekly 1-hour social skill program sessions for promoting their peer relationship, self-control, self-assertion, and social cooperation. The data from 29 out of 33 students were used for proving the effectiveness of the program. Data for the study was obtained from the surveys given to teachers and students. Results of t-test for analyzing pretesting and posttesting showed that; (a) there was a significant difference in social cooperation, social interaction, and social independence reported by children; (b) there was also a significant difference in social cooperation, self-assertion, and self-control reported by teachers; and (c) there was no significant difference on the overall self-concept, but physical self-concept reported by children. The findings support the use of social skill program for children with ADHD symptoms to promote overall sociality, not for self-concept.