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Virtual reality is a relatively new technology. The virtual environment offers the opportunity to administer controlled tasks just like typical neuropsychological tools, but in a more realistic, lifelike environment. Virtual classroom software was able to distinguish performances of children with and without attention deficit hyperactivity disorder (ADHD). Attention deficit hyperactivity disorder is one of the most common childhood psychiatric disorders, affecting over 5% of school- age children. ADHD is characterized by difficulties with attention, hyperactivity, and impulsivity and impaired functioning in two or more settings (for example at school and at home). In this study, 36 boys aged from 7 to 10 years completed the virtual classroom task. We compared the performance of children diagnosed with ADHD with those of the control children. We also compared attention performances recorded in the virtual classroom with measures of the Continuous Performance Test (CPT II) (a test usually used to evaluate sustained attention). ADHD subjects presented more omissions than control subjects. Moreover, ADHD patients showed a significant performance decrease over time. The virtual classroom has proved to be a good clinical tool for evaluation of attention in ADHD. The virtual classroom can also be used to aid the rehabilitation of cognitive abilities. One example of this is the training of ADHD patients to enable them to resist the influence of pupils who create distractions.